Transmitting values about education: A comparison of black teen mothers and their nonparent peers

Abstract

Central to the debate about why some poor people remain poor is the enduring question of what role values play in behavior patterns as observed in chronically impoverished families and communities. Young black women who grow up in impoverished families in urban ghettos face some similar challenges to becoming competent adults who function independently in the wider society. Not all young women who fit this demographic category become young or single mothers who depend on AFDC; some who do also complete levels of education that lead to economic self-sufficiency. In order to explore the question about values and their significance among the urban poor, we examine the life histories of 50 young black women from inner-city Milwaukee, looking in particular at values and behaviors as they relate to educational competence. We analyze the perceived family values about education, the ways in which the young women's families acted on those stated values with the intention of influencing their daughters' educational outcomes, and how these values and transmission processes are related to the young women's educational attainment.