This study of 19 northern Michigan Ojibwa families examined antecedents to holding traditional values, and the relationship between mothers' and fathers' level of holding traditional values and their elementary school children's academic and social functioning. Participating families had a child between ages 3 and 11 years; the focal child of the study was the oldest attending elementary school. Interviews were held individually with the 15 mothers and 14 fathers comprising the sample. On the basis of interview information, the interviewers completed a scale measuring the extent to which traditional values were held. Academic functioning was assessed through teacher assigned report card grades and two Adaptive Functioning items from Achenbach's Teacher's Report Form of the Child Behavior Check List (CBCL). Social functioning was assessed by two Adaptive Functioning items from the CBCL; the Problem Behavior CBCL items; an American Indian Child Behavior Check List to assess personality traits important to American Indians; and an Index of Future Community Leadership, important in an American Indian population. Results indicated that identification with more traditional American Indian values in mothers had a beneficial impact on children's academic and social performance in school. Fathers' level of holding traditional values was not associated with his children's academic and social outcomes. Mothers' greater adherence to traditional values was associated with higher levels of parental education and higher status parental occupation. (Contains 37 references.) (KDFB)