Father absence, educational preparedness, and academic achievement: A test of the confluence model.

Investigated predictions of academic deficits due to early and continuing parental absence, as derived from R. Zajonc and G. Markus's (see record 1975-09290-001) and Zajonc's (see record 1976-20589-001) confluence model. To test these predictions, equal numbers of father-present and father-absent lower-class Black kindergartners (60 of each sex) were assessed on 12 educational preparedness measures. Two years later, they were tested for reading, mathematics, and language arts achievement. A Father Absence?×?Sex analysis of covariance (with social class controlled) of preparedness factor scores revealed no significant effects. Similar multivariate analysis of the achievement criteria revealed main (favoring father-present Ss) and interaction effects on the mathematics test. Pair-wise comparisons suggested that father presence facilitated the mathematics performance of girls more than boys. Results only partially support the confluence model predictions. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)