Abstract Despite the racial achievement gap, many Black adolescent boys excel in school. Academic socialization is one way that parents can contribute to these youths' success. However, only a few studies have examined the specific ways that Black parents support their sons' high achievement. To address this gap, we used a multi-wave, multi-informant, mixed-method design to examine the conversations, rules, and after school routines of 12 Black boys and their primary caregivers. First, using latent class growth curve analyses, boys were grouped into a high-achieving or low-achieving group according to their average grade in Math and English across 5 assessments from 6th to 11th grade. Then, using content analysis, we analyzed semi-structured interviews from these families for evidence of academic socialization. Drawing on the Stage Setting Framework, we found that parents of high-achieving Black boys engaged in four types of academic socialization practices that facilitated their children's academic success.

中文翻译：

---

一致性是关键：了解成绩优异的黑人男孩的学术社会化

摘要 尽管存在种族成就差距，但许多黑人青春期男孩在学校表现出色。学术社会化是父母可以为这些年轻人的成功做出贡献的一种方式。然而，只有少数研究考察了黑人父母支持他们儿子取得高成就的具体方式。为了弥补这一差距，我们使用多波、多线人、混合方法设计来检查 12 名黑人男孩及其主要照顾者的对话、规则和放学后的日常活动。首先，使用潜在班级增长曲线分析，男孩根据他们在 6 至 11 年级的 5 次评估中的数学和英语平均成绩分为高成就组或低成就组。然后，使用内容分析，我们分析了来自这些家庭的半结构化访谈，以获取学术社会化的证据。