Authors: Ellery White
Mentors: Yi Yin
Insitution: Utah Valley University
This study will examine the influence that parental political beliefs may have on students’ academic performance. Decades of research have formed empirical links between social- contextual factors and student academic achievement, and this paper will seek to identify whether parental political values play a role in the academic achievement of their children (Lee and Shute 2010; Yamamoto and Holloway 2010). Parental attitudes, behavior, and stylistic approaches to their child’s rearing and education have been extensively studied for how they impact educational outcomes (Pandey and Thapa 2017). This study fulfills the gap in research on the association between parental political beliefs and children’s academic performance. This adds to the academic discourse on the impact parents can have on their children in an academic setting by answering the following questions: How can the political beliefs of parents impact a students’ way of thinking and therefore ability to perform in school? Does the extremity of the parents’ political beliefs make a difference in the outcome of the child’s academic performance? A survey was distributed to a random sample of UVU students which measured their academic performance and the political beliefs of their parents. The statistical program SPSS will be used to conduct a multiple regression analysis to examine the relationship between the independent variable (parents’ political beliefs) and dependent variable (students’ academic performance) to see if there is an association between the two. I hypothesize that students with parents who have strong political beliefs are more likely to be impacted in their academic performance than students with parents who do not have strong political beliefs. Discovering the impact of parental political belief will open several important avenues of inquiry related to educational outcomes of students.