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Existing studies estimate the negative effects of family dissolution; however, evidence regarding when such effects appear is lacking. The effect is hard to isolate for at least two reasons: families select into dissolution; and effects might be observed before, during and after the dissolution. This paper presents evidence regarding the timing of dissolution effects. Family fixed effects (FEs) and a value-added model handle selection; timing is addressed by exploiting repeated observations of student performance before and after dissolution. I present evidence of weaker performance among students from dissolving families, an effect mainly driven by the deterioration of family relations before the break. The divorce itself seems to be less important. [ABSTRACT FROM AUTHOR]

Illustrates the diversity of perspectives and methologies that can be used to pursue both culture and cross-cultural issues in the study parent-youth relationships. Identification of relationship patterns shared across cultures; Generalizations about parent-youth relationships across cultures; Predictors of adolescent academic achievement.

A meta-analysis was undertaken, including 34 studies, to determine whether fathers play a unique role in parenting that is different from mothers’ roles. Statistical analyses were done to determine the extent to which the effects of fathering children were distinct from that of mothering. In addition to examining this phenomena overall, the meta-analysis also specifically examined social measurements, psychological indicators, and academic achievement. The possible unique effects of fatherhood were also examined in relation to the age and gender of the child. The results indicate consistent statistically significant effects that emerged for the unique role that fathers have. This association between fathering and the outcome variables held across social measurements, psychological indicators, and academic achievement. This relationship also held for both boys and girls and across age groups. The effects of the unique role of fathering yielded effect sizes of about .14 to .23 of a standard deviation unit. [ABSTRACT FROM PUBLISHER]

This article provides a description of a correlational study that examined parents’ views on the impact of parental participation on female English as a second language (ESL) middle school students’ academic achievement in the Persian Gulf Region. A Likert-type survey based on the research literature explored the relationship between the 12 patterns of parental participation (e.g., monitoring student grades, parental expectations, etc.) and students’ academic achievement, as measured by parent report of the students' numerical grade averages. Findings showed that although there was no significant correlation between reported parental involvement and students’ academic averages overall, significant correlations were obtained for two subsamples of Saudi and Palestinian parents. Barriers that deter parents from participating in their daughters’ academics were identical to those reported among Hispanic and Asian parents in the United States. The article concludes with a discussion of the results and recommendations for future research. [ABSTRACT FROM PUBLISHER]

A meta-analysis of 61 studies was undertaken to determine the impact of parental remarriage on the academic achievement and psychological well-being of children, of which the vast majority were adolescents. Separate analyses were done on studies that did and did not use sophisticated controls in their analyses. Comparisons were made between children from remarried versus intact families as well as children from remarried and divorced or widowed single-parent families. Children from remarried family structures achieved academic levels that were generally more than two-tenths of a standard deviation lower than children from intact families. Children from remarried families also achieved somewhat lower levels than children from corresponding single-parent family structures. The difference between children from remarried families and children from intact families was nearly two-tenths of a standard deviation for measures of psychological well-being, for studies that did not use sophisticated controls and was somewhat less for studies that did use sophisticated controls. The significance of these results is discussed. [ABSTRACT FROM AUTHOR]

Examines the effects of family structure variables to determine the extent to which family structures impact the academic achievement of children. Impact of living with a single parent or remarried widow(er) when race, socioeconomic status and gender are not controlled; Impact of living with a cohabiting couple or a remarried widow(er) when the variables are controlled.