Does parenting differ based on social class?: African American women's perceived socialization for achievement

Area of Science:

• Psychology
• Sociology
• African American Studies

Background:

• Limited research exists on achievement socialization for African American women, particularly across social classes.
• Existing studies often focus on low-income, single mothers, neglecting middle-class experiences.

Purpose of the Study:

• To investigate similarities and differences in achievement socialization among middle-class African American women from working- and middle-class backgrounds.
• To compare parental expectations, educational involvement, and support systems based on social class.

Main Methods:

• A mixed-methods approach combining qualitative and quantitative data collection.
• Study participants were middle-class African American women with either working-class or middle-class upbringing.

Main Results:

• Women from middle-class backgrounds reported higher parental expectations and greater parental involvement in education.
• Middle-class parents held stronger expectations for their daughters' career success compared to working-class parents.
• While working-class women received parental support, it was perceived as less extensive than that received by middle-class women.
• No significant differences were found in perceived race-related socialization based on social class.

Conclusions:

• Social class significantly influences the nature and extent of achievement socialization for African American women.
• Working-class women may utilize alternative support systems to foster achievement.
• Future research should explore these alternative sources of support and the nuances of race-related socialization.