Table 2.
Implication of Parental Response to Inadequate Performance by Race and Class: CDS
| Race
|
Social Class
|
|||||||
|---|---|---|---|---|---|---|---|---|
| Whites
|
Blacks
|
< 4-yr Degree
|
4-yr Deg. or>
|
|||||
| Read | Math | Read | Math | Read | Math | Read | Math | |
| Punitive (vs. Non-Punitive Group) | ||||||||
| Mild | −0.91*** (0.20) | −1.40*** (0.20) | −1.38*** (0.40) | −2.13*** (0.40) | −1.95*** (0.21) | −3.05*** (0.21) | 0.42 (0.35) | 1.82*** (0.35) |
| Acute | −6.45*** (0.63) | −4.03*** (0.65) | −3.27*** (0.43) | −5.15*** (0.44) | −4.49*** (0.36) | −5.28*** (0.36) | −8.75*** (1.87) | −0.99 (1.86) |
| Constant | 33.74*** (1.02) | 61.22*** (0.93) | 37.96*** (2.25) | 61.46*** (2.04) | 48.92*** (1.02) | 73.63*** (0.91) | 25.53*** (1.71) | 71.27*** (1.66) |
| R2 | .42 | .36 | .44 | .32 | .44 | .36 | .44 | .36 |
| Non-Punitive (vs. Punitive Group) | ||||||||
| Contact Faculty | 1.07*** (0.33) | 3.17*** (0.33) | 7.01*** (0.78) | 5.57*** (0.79) | 1.92*** (0.39) | 4.80*** (0.37) | 2.76*** (0.51) | 1.025 (0.54) |
| Help More | 0.52 (0.27) | 0.62* (0.26) | 1.11* (0.50) | 3.25*** (0.50) | 1.43*** (0.27) | 1.70*** (0.26) | −0.16 (0.50) | 0.01 (0.49) |
| Contact & Help More | 1.71*** (0.23) | 1.29*** (0.22) | 3.53*** (0.50) | 4.22*** (0.53) | 3.59*** (0.24) | 4.26*** (0.24) | −1.11** (0.39) | −3.12*** (0.39) |
| Monitor/Encourage | 1.67*** (0.40) | 3.29*** (0.37) | −5.19*** (0.85) | −1.37 (0.84) | 0.44 (0.43) | 3.67*** (0.40) | −0.86 (0.67) | −2.35*** (0.61) |
| Constant | 32.52*** (1.03) | 60.47*** (0.93) | 33.02*** (2.18) | 58.83*** (1.97) | 45.89*** (1.03) | 70.91*** (0.91) | 24.94*** (1.73) | 71.19*** (1.65) |
| R2 | .42 | .36 | .46 | .32 | .44 | .36 | .45 | .37 |
Note: Coefficients are unstandardized. Numbers in parentheses are standard errors. Estimates in the top panel were obtained from an equation in which both forms of punitive responses were included, along with controls for parents’ education, household income, family structure, youths’ sex, grade in school, prior achievement, other form of response to inadequate performance, and a flag or “missing data” measure for each predictor—coded as 0 if not missing and 1 if missing. Race is included as a control for the analysis by social class in the right-hand panel. The findings in the bottom panel were obtained from an equation that includes all forms of non-punitive measures and the aforementioned controls. Whereas the parenting measures are from CDS-I, the measures for youths’ academic achievement are from CDS-II. To account for the potential of ceiling and floor effects, these analyses are for the middle 90 percent of the achievement distribution. Unweighted N = 1041.
p < .05
p < .01
p < .001 (two-tailed tests)