AGAINST ODDS: RELATIONAL STRATEGIES OF LOW-INCOME MOTHERS THAT PROMOTE CHILD ACADEMIC ACHIEVEMENT

Abstract

For low-income families, breaking out of intergenerational poverty is an uphill struggle. Education is widely considered the most effective solution for this task. Oftentimes education begins at home, yet many parents from low-income families are ill equipped to prime their children for academic success. This research explores the relational dynamics between mothers and children from low-income families who exhibit positive deviance (PD) in academic achievement. These mothers employ parenting strategies that foster a sense of agency in their child and in so doing, prime them for academic success despite experiencing financial limitations and other stressors on a daily basis. Due to their exceptional practices and performance, these mother-child dyads are deemed `positive deviants (PDs)'. A qualitative approach is used to examine strategies used by mothers with children aged 10-13 years who do well in their studies; mothers made audio-diary recordings of daily interactions to capture a snapshot of the relationship, including moments of intimacy, stress and conflict in particular. Semi-structured interviews were conducted with mothers after the audio-diary process to clarify and supplement the data. Meanwhile, Social Relational Theory (SRT), which regards both mother and child as active agents in the relationship, guides the interview and diary questions. Data analysis aims to unpack daily thought processes and strategies to cope with stress and conflict. Strategies gleaned could inform other mothers from low-income families whose children are not coping as well in their studies and assist in the design of social work interventions targeted at this group.