A child's Academic performance has a dependence on the type of upbringing they get from their parents. With the different kinds of upbringing that children get, positive or negative behavior can be fostered (Dawson-McClure et al., 2015; Dexter et al., 2013; Hill & Wang, 2013). The upbringing defines whether children become dependent, have self-esteem, how they behave in class, and the propensity towards being obedient, observant, or critical in their class-related activities. Moreover, depending on the type of parenting a child before the age of five gets, including neglectful, permissive, authoritative or authoritarian, their later lives will be determined. While some children turn rebellious and confident of their steps, others are easily swayed by external pressure, have low self-esteem and other factors that negatively affect academic performance (Hill & Wang, 2013; Pinquart, 2017) . While the different parenting styles have their benefits and limitations, where some promote independence while others prefer obedience; others are less authoritarian than others, and with all different giving results, not all are applicable for a given demographic group (Hill & Wang, 2015).
There are cultural, ethnic, and gender differences in the application of parenting techniques for children. While before child psychology researchers believed that the different parenting techniques apply to all children, (Anton et al., 2015), recent studies have started to consider ethnic and gender differences. Such terms as 'Tiger mom' that shows the tendency of Asian parents to foster academic spirit in their children and 'Elephant mom' referring to white parents who prefer to nature and protect their children by encouraging them shows ethnic and racial differences in the parenting that could have potential effects on the outcome of children. Also, acknowledging racial differences in socioeconomic conditions provide possible answers to the tendency of African American parents to be strict and take an authoritarian parenting approach (Hill & Wang, 2015). Moreover, there are significant discrepancies between how girls and boys are natured based on ethnicity and racial differences. Psychology researchers have, for a long time engaged in the nature vs. nurture debate for century showing how boys are considered inherently different from girls. While the dispute exists, there is an absolute consensus that parents treat their sons differently from daughters ( Kauser & Pinquart, 2016; Pinquart, 2016) . Moreover, there is a racial difference in the differential treatment of girls and boys by parents, which observed that it is more profound among African American families than other races ( Kauser & Pinquart, 2016) .
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It is, therefore, essential to understand the differences in parenting styles based on gender and ethnicity differences. Even when a given style works for a particular group based on these demographics, it may not be sufficient for others.
Previous studies have related parental involvement with children's behavior and academic performance in school. While social contextual risks such as low income, lack of support and mental illness hamper positive parenting, some African American mothers give their best to provide and be available to their children ( Kauser & Pinquart, 2016) . Parental involvement in child education is predictive of quality education and excellent performance of children in school ( Kauser & Pinquart, 2016) . However, there are no gender-specific studies that seek to understand how positive parenting affects girls in the absence of boys.
Importance of the Topic to Education
Understanding the impact of positive parenting by African American parents on emotional and social factors affecting African men’s success in education is a vital element in guiding for optimum parenting styles. Gender plays a crucial role in determining how a child is brought up and how they are socialized in society( Kauser & Pinquart, 2016) . While the school environment plays a role in the establishment of gender roles in children, parents have the most influence. Consequently, how parents treat children from different societies at an early age affects their performance in their first years in life, including education. Understanding the role of positive parenting on the academic success of male African American will act as guidance to the development of optimum parenting styles for this group of people. By understanding the parenting model's benefits and setbacks, educators can tailor instructions accordingly to accommodate children.
The study will help understand whether the positive parenting style used on African American males contributes positively or negatively to the academic success of the recipients. Researchers in the fields of child development and psychology have called for study into the ethnic differences in parenting and how the notable styles of parenting including authoritative, authoritarian, persuasive and neglectful, affect children’s overall development and academic performance differs based on ethnicity (Dawson-McClure et al., 2015; Kauser & Pinquart, 2016) . This research will seek to go ahead and attempt to profile the results further based on gender differences.
Study Population
The target population for this study is African men undergoing training in schools. This will include children going to the lowest grade to 12 th -grade children whose parenting style can be observed. The choice of this age group is based on the assumption that the participants live with their parents where they can be observed. It is, therefore, possible to observe and record the type of parenting and relate it with academic performance.
Research Question: Does supportive parenting affect the academic success of African American men.
Data
In this research, supportive parenting is the key to determining the significance of the research and the way forward, including the prospects for future research. Result data showing the positive relationship between supportive parenting and academic success among men will warrant further research into the topic to understand how educators can utilize this. Also, the lack of positive parenting requires further study to understand its impact on the academic performance of male learners.
References
Anton, M. T., Jones, D. J., & Youngstrom, E. A. (2015). Socioeconomic status, parenting, and externalizing problems in African American single-mother homes: A person-oriented approach. Journal of Family Psychology , 29 (3), 405.
Dawson-McClure, S., Calzada, E., Huang, K. Y., Kamboukos, D., Rhule, D., Kolawole, B., ... & Brotman, L. M. (2015). A population-level approach to promoting healthy child development and school success in low-income, urban neighborhoods: impact on parenting and child conduct problems. Prevention Science , 16 (2), 279-290.
Dexter, C. A., Wong, K., Stacks, A. M., Beeghly, M., & Barnett, D. (2013). Parenting and attachment among low-income African American and Caucasian preschoolers. Journal of Family Psychology , 27 (4), 629.
Hill, N. E., & Wang, M. T. (2015). From middle school to college: Developing aspirations, promoting engagement, and indirect pathways from parenting to post high school enrollment. Developmental Psychology , 51 (2), 224.
Kauser, R., & Pinquart, M., (2016). Gender differences in the associations between perceived parenting styles and juvenile delinquency in Pakistan. Pakistan Journal of Psychological Research , 31 (2).
Pinquart, M., (2016). Associations of parenting styles and dimensions with academic achievement in children and adolescents: A meta-analysis. Educational Psychology Review , 28 (3), 475-493.
Pinquart, M., (2017). Associations of parenting dimensions and styles with externalizing problems of children and adolescents: an updated meta-analysis. Developmental psychology , 53 (5), 873.
