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• W2091212175 abstract "The authors surveyed academically diverse (gifted, potentially gifted, and average) Black students (n = 140) in single-parent (mother only) and two-parent families regarding their perceptions of their parents' achievement ideologies, their own achievement ideologies, their attitudes toward school, and their perceptions of their school learning environments. The authors also examined the students' achievement statuses (grade point average and Iowa Test of Basic Skills scores)and achievement levels (achieving versus underachieving). The findings revealed no significant differences in the achievement statuses, achievement levels, and achievement orientations/ideologies of students in the two-parent family structures. However, students from two-parent families were more likely to be identified as gifted than were those from single-parent families. Furthermore, a significant relationship appeared between the students' own achievement ideologies and perceptions of their parents' achievement orientations. The article includes implications and recommendations for educators and family practitioners." @default.
• W2091212175 created "2016-06-24" @default.
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• W2091212175 date "1998-09-01" @default.
• W2091212175 modified "2023-10-16" @default.
• W2091212175 title "Achievement Levels, Outcomes, and Orientations of Black Students in Single and Two-Parent Families" @default.
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• W2091212175 doi "https://doi.org/10.1177/0042085998033003004" @default.
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