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175
The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment.
- Journal of Family Psychology,
, 2005
"... This study examined the process of how socioeconomic status, specifically parents' education and income, indirectly relates to children's academic achievement through parents' beliefs and behaviors. Data from a national, cross-sectional study of children were used for this study. The ..."
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This study examined the process of how socioeconomic status, specifically parents' education and income, indirectly relates to children's academic achievement through parents' beliefs and behaviors. Data from a national, cross-sectional study of children were used for this study. The subjects were 868 8 -12-year-olds, divided approximately equally across gender (436 females, 433 males). This sample was 49% non-Hispanic European American and 47% African American. Using structural equation modeling techniques, the author found that the socioeconomic factors were related indirectly to children's academic achievement through parents' beliefs and behaviors but that the process of these relations was different by racial group. Parents' years of schooling also was found to be an important socioeconomic factor to take into consideration in both policy and research when looking at school-age children.
Why do parents become involved? Research findings and implications
- Elementary School Journal
, 2005
"... A decade ago, Hoover-Dempsey and Sandler of-fered a model of the parental involvement pro-cess that focused on understanding why parents become involved in their children’s education and how their involvement influences student outcomes. Since then, we and others have con-ducted conceptual and empir ..."
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Cited by 95 (3 self)
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A decade ago, Hoover-Dempsey and Sandler of-fered a model of the parental involvement pro-cess that focused on understanding why parents become involved in their children’s education and how their involvement influences student outcomes. Since then, we and others have con-ducted conceptual and empirical work to en-hance understanding of processes examined in the model. In this article (companion to Walker and colleagues ’ article about scale development on the model in this issue), we review recent work on constructs central to the model’s initial question: Why do parents become involved in children’s education? Based on this review, we offer suggestions for (1) research that may deepen understanding of parents ’ motivations for involvement and (2) school and family prac-tices that may strengthen the incidence and ef-fectiveness of parental involvement across var-ied school communities. Whether construed as home-based behav-iors (e.g., helping with homework), school-based activities (e.g., attending school events), or parent-teacher communication (e.g., talking with the teacher about home-work), parental involvement has been pos-itively linked to indicators of student achievement, including teacher ratings of student competence, student grades, and achievement test scores (e.g., Deslandes,
Examining the relationship between parental involvement and student motivation
- Educational Psychology Review
, 2005
"... Parent involvement has a sound research base attesting to the many potential benefits it can offer in education. However, student motivation as an aca-demic outcome of parental involvement has only recently been investigated. The purpose of this article is to show how parent involvement is related t ..."
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Cited by 50 (1 self)
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Parent involvement has a sound research base attesting to the many potential benefits it can offer in education. However, student motivation as an aca-demic outcome of parental involvement has only recently been investigated. The purpose of this article is to show how parent involvement is related to students ’ motivation. Studies of students from the elementary school to high school show a beneficial relationship between parental involvement and the following motivational constructs: school engagement, intrinsic/extrinsic mo-tivation, perceived competence, perceived control, self-regulation, mastery goal orientation, and motivation to read. From the synthesis of the parent in-volvement and motivation literature, we offer potential explanations for their relationship. Directions for areas of continued research are also presented.
Parental involvement: Model revision through scale development
- Elementary School Journal
, 2005
"... In 1995 and 1997 Hoover-Dempsey and Sandler proposed a theoretical model of the parental in-volvement process. Taking a psychological per-spective, the model explained why parents be-come involved in their children’s education and how their involvement makes a difference in stu-dent outcomes. In thi ..."
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Cited by 32 (3 self)
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In 1995 and 1997 Hoover-Dempsey and Sandler proposed a theoretical model of the parental in-volvement process. Taking a psychological per-spective, the model explained why parents be-come involved in their children’s education and how their involvement makes a difference in stu-dent outcomes. In this article we describe our efforts to operationalize Hoover-Dempsey and Sandler’s explanation and how, in turn, those ef-forts led to revisions in their theoretical model. Because investigations of the full model are on-going, in this article we discuss only revisions in the original model’s first 2 levels, which focus on psychological and contextual contributors to forms of parent involvement. We conclude with a discussion of how our work exemplifies the reciprocal relation between theory and measure-ment and suggest how other researchers might use our scales to assess links between parents’ psychological motivations for involvement and their involvement behavior. Parental involvement in children’s educa-tion has long been associated with a range of enhanced student outcomes including ac-ademic achievement and motivation for
Valued member or tolerated participant: Parents' experiences in inclusive early childhood settings. Research and Practice for Persons with Severe Disabilities
, 2000
"... The present qualitative investigation explored the per-spectives of parents of young children with severe dis-abilities to understand the factors that shape their par-ticipation in their child's inclusive education. Ten par-ents ofchildren in early childhood inclusive settings were interviewed. ..."
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Cited by 19 (1 self)
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The present qualitative investigation explored the per-spectives of parents of young children with severe dis-abilities to understand the factors that shape their par-ticipation in their child's inclusive education. Ten par-ents ofchildren in early childhood inclusive settings were interviewed. A conceptual framework of factors that in-fluence parent participation was developed based on the themes that emerged from the data. Findings indicated that parent participation is influenced by a number of factors, including the school's beliefs about inclusion, receptivity to parents, and willingness to change. Parent-professional partnerships were facilitated by trust, shared philosophies about children and schooling, and open communication. Achieving effective parent-professional partnerships in inclusive settings appears to be a complex process that involves commitment and un-derstanding. Most importantly, the findings suggest that meaningful participation for children as well as parents is an important and necessary component of inclusive education. DESCRIPTORS: parent participation, inclusive edu-cation, early childhood Parent involvement, one of the distinguishing char-acteristics of early childhood education, has shaped the delivery of services to young children with disabilities and their families over the past several decades (Bailey
Parents and families in pre-college preparation: The lack of connection between research and practice
- Educational Policy
, 2002
"... A discrepancy exists between (a) research supporting the hypothesis that par-ent and family involvement increases the chances of low-income students’ gaining entrance into college and (b) the practice of family participation in college outreach programs. This article explores the role of cultural ca ..."
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Cited by 16 (0 self)
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A discrepancy exists between (a) research supporting the hypothesis that par-ent and family involvement increases the chances of low-income students’ gaining entrance into college and (b) the practice of family participation in college outreach programs. This article explores the role of cultural capital, structural barriers, cultural integrity in program formation, and identity con-struction in encouraging or deterring parent and family involvement. A review of the literature and an analysis of various college outreach programs suggest a greater emphasis is needed on incorporating family involvement into the cen-tral organization of outreach programs. Given agreement among researchers and practitioners that family involvement is paramount to students’academic success, the author suggests ways to implement familial participation through a prioritization of resource allocation, the creation of evaluative frameworks for assessment of program effectiveness, and continued support in the form of further research, policy making, and funding. THROUGHOUT THE 20TH CENTURY, the family’s role in enabling low-income children to gain an education has been of great concern. As opposed to relatively new research interests such as the style of classroom learning, or the kind of information a child needs to prepare for college, the familial role in educating the child has long been of interest to researchers, policy makers, and practitioners alike.
School Liaisons: Bridging the Gap Between Home and School
"... Involving families in their children’s education is not only a legal require-ment in special education, it also predicts academic achievement, social and emotional development, and a variety of other positive school outcomes for all children. Unfortunately, school-home relationships often have been ..."
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Cited by 16 (1 self)
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Involving families in their children’s education is not only a legal require-ment in special education, it also predicts academic achievement, social and emotional development, and a variety of other positive school outcomes for all children. Unfortunately, school-home relationships often have been ignored or underdeveloped. Disconnections between home and school may be especially acute in urban areas where school personnel may not understand the culture of the students and families with whom they work. In the Indianapolis Public Schools, a large urban school district in the Midwest, efforts to better connect families and schools are occurring through the implementation of a school li-aison program. The school district set out to deliberately create this program in order to bridge the gap between schools and families, with particular atten-tion given to parents from diverse backgrounds with children who are receiving special education services. The initial intent was to allow participating families to drive the design of the program, and it appears that the district has been successful in achieving this objective. Program services and activities include conflict resolution, cultural brokering, direct support, and referral. The design of the school liaison program is described and the activities and skills of the liaisons are presented through the voices of the families that this program has served during its first year of operation.
Family engagement, diverse families, and early childhood education programs: An integrated review of the literature. National Association for the Education of Young Children (NAEYC
, 2009
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Walking the walk: Portraits in leadership for family engagement in urban schools
- School Community Journal
, 2009
"... Family and community engagement are increasingly seen as powerful tools for making schools more equitable, culturally responsive, and collaborative. The commitment of school leaders is vital to school-community connections, yet is poorly documented in the literature and insufficiently addressed in t ..."
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Cited by 14 (0 self)
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Family and community engagement are increasingly seen as powerful tools for making schools more equitable, culturally responsive, and collaborative. The commitment of school leaders is vital to school-community connections, yet is poorly documented in the literature and insufficiently addressed in train-ing for administrators. Many school leaders “talk the talk ” of school-family partnerships, but how exactly do they “walk the walk, ” given the competing pressures they face in a massive urban district like Los Angeles? This qualitative study offers contextualized portraits of four school leaders notable for their pro-active, community-oriented approach. Data focus on the administrators ’ role in promoting activities, including an annual conference with elected officials, the Parents as Authors Program, community organizing-style “house meetings” in classrooms, and home visits. Findings suggest these leaders actively pursued family engagement as part of a broader moral commitment to social justice and educational equity for disenfranchised Latino families. Inspired by various family engagement models but distrustful of traditional parent involvement structures in the district, they shaped activities to the needs of their particular communities. Implications for leadership preparation programs are discussed, such as the need for more hands-on experience working with parents and ap-prenticeships with community-oriented school leaders. Key Words: family engagement, school-family partnerships, parent involve-ment, empowerment, school leaders, social justice, leadership preparation, ad-
The school entry gap: Socioeconomic, family, and health factors associated with children’s school readiness to learn. Early Education and Development 18
, 2007
"... Notwithstanding the constant debate in the scientific and policy literature on the pre-cise meaning of school readiness, research consistently demonstrates a wide varia-tion between groups of children resulting in a gap at school entry. Recently, the teacher-completed Early Development Instrument (E ..."
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Cited by 14 (1 self)
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Notwithstanding the constant debate in the scientific and policy literature on the pre-cise meaning of school readiness, research consistently demonstrates a wide varia-tion between groups of children resulting in a gap at school entry. Recently, the teacher-completed Early Development Instrument (EDI), a new measure of chil-dren’s school readiness in 5 developmental areas, was developed, tested, and imple-mented in Canada. EDI results confirmed the existence of a school entry gap. In this article, we explore factors in 5 areas of risk: socioeconomic status, family structure, child health, parent health, and parent involvement in literacy development. In a se-ries of logistic regressions, we demonstrate that variables in all 5 areas, as well as age and gender, contribute to the gap. Child’s suboptimal health, male gender, and com-ing from a family with low income contribute most strongly to the vulnerability at school entry. As the purpose of a tool like the EDI is primarily to assist in popula-tion-level reporting on children’s school readiness, the results of our study provide additional and much-needed evidence on the instrument’s sensitivity at the individ-ual level, thus paving the way for its use in interpreting children’s school readiness in the context of their lives and the communities in which they live.
