Unique and Protective Contributions of Parenting and Classroom Processes to the Adjustment of African American Children Living in Single‐Parent Families

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Abstract
The unique contributions that parenting processes (high levels of monitoring with a supportive, involved mother‐child relationship) and classroom processes (high levels of organization, rule clarity, and student involvement) make to children’s self‐regulation and adjustment were examined with a sample of 277 single‐parent African American families. A multi‐informant design involving mothers, teachers, and 7‐ to 15‐year‐old children was used. Structural equation modeling indicated that parenting and classroom processes contributed uniquely to children’s adjustment through the children’s development of self‐regulation. Additional analyses suggested that classroom processes can serve a protective‐stabilizing function when parenting processes are compromised, and vice versa. Further research is needed to examine processes in both family and school contexts that promote child competence and resilience.

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