Single‐parent families: the role of parent’s and child’s gender on academic achievement

Abstract

Using national survey data, the present study investigated whether adolescents living with parents of their same gender fare better on academic achievement than their peers living with opposite‐gender parents. Multiple analyses of covariance (MANCOVA) procedures were employed to examine the effects of the children’s gender in single‐father and single‐mother families on students’ academic achievement, as measured by four dependent variables (reading test score, mathematics test score, English teachers’ evaluation, and mathematics teachers’ evaluation) while controlling the covariate, socioeconomic status. The results indicated that there were no benefits in same‐gender single‐parent households. Furthermore, daughters in single‐father homes performed better than other parent and child combinations on academic achievement. Implications of these findings are discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 30 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.