Family Socialization and Academic Achievement

Academic achievement in American children is of great concern. Efforts to increase academic achievement typically focus on school reform. School days are lengthened, standards are tightened , qualifications for teachers are increased. But in this article, it is argued that even though school and teacher efforts are extremely important, conditions outside of schools hold the key to increasing academic achievement substantially. Family socialization practices in American and Asian families are reviewed, and children's early cognitive and social behaviors are linked to later school behavior, including academic achievement. Several recommendations for action are made.