Family and school ecological risks and academic achievement among disadvantaged females: Moderating effects of parent protective factors

Abstract

Disadvantaged youth and those who are identified as being at-risk tend to have lower levels of educational attainment and hopes for the future. Risks within the family environment can have an effect on an adolescent's academic achievement. Adolescent females are particularly at a heightened risk for low academic performance. However, there are some disadvantaged female youth who are resilient and are able to overcome challenges. A variety of research identifies the benefits protective factors can have on youths' ability to be resilient despite risks. However, there is a lack of research examining parent protective factors as having moderating effects on the achievement outcomes of youth. Unlike previous research, this study considered both the school and family environments in identifying the risk, protective factors, and achievement of adolescent females. Consistent with previous literature, this study found that those participants who experienced high levels of family risk showed low levels of academic achievement. Likewise, those with high levels of school risk showed low levels of academic achievement. The study did not support hypotheses to indicate that parental monitoring, parental involvement, and the quality of the parent-youth relationship moderated the relationship between ecological risks (family and school) and academic achievement.