This mixed-methods study examined African-American and European-American female caregivers’ expectations and perceptions about their elementary-aged children’s learning, attention, and anxiety behaviors. There were 96 participants in this study. They completed five instruments: (a) Hollingshead Index of Social Position (ISP), (b) Multiethnic Identity Measure (MEIM), (c) Parental Expectancies Scale (PES), (d) Computerized Health and Development Interactive System (CHADIS), and (e) Mental Health Literacy Measure (MHLM). The MHLM was developed for this study and exhibited good construct validity (Spearman’s r = .37) and internal consistency (Cronbach α = .75). Of the following variables: socioeconomic status, ethnic identity, and mental health literacy, only ethnic identity significantly predicted expectations of learning (β = -.68). A lower socioeconomic level was found to be correlated with higher expectations of learning (Pearson r = .25). Though significant findings occurred, low effect sizes were evident. None of the variables predicted perceptions of child behavior.

To further investigate the topic, 10 participants had follow-up semi-structured interviews regarding their beliefs about generalized anxiety and attention deficit hyperactivity disorders in children. From the qualitative data analysis two themes emerged. The predominant theme, Take Care of It At Home related to the types and extent of parental involvement strategies that caregivers, particularly African Americans, will employ in the home setting before seeking assistance from educators or health professionals. The second theme, Boys Will Be Boys emerged from statements that several caregivers made related to teacher’s ability to address gender differences in attention ability and learning style of young elementary-aged boys, especially African Americans.

The implications of this study are to alert all educators to the educational efforts that many caregivers are engaging in at home and to train teachers in strategies in which they can empower caregivers and work as a team to enhance child learning. Lastly, future research should attempt to identify other factors that may better predict caregiver’s expectations of her child’s learning and perceptions of her child’s behavior.