ERIC Number: ED322285
Record Type: RIE
Publication Date: 1990-Jun
The Role of Parent Involvement in Children's Academic Achievement: A Review of the Literature. Trends and Issues No. 14.
This literature review examines patterns of parent-child involvement that foster high academic achievement and describes effective parent involvement programs. Parents affect their children's academic achievement through cognitive socialization, the development of basic intelligence; and academic socialization, the development of attitudes and motives essential for school learning. Cognitive socialization is developed through the following parent practices: (1) encouraging active learning; (2) developing psychological distancing; (3) creating a context for new learning; and (4) structuring information to provide a "scaffold" for problem solving. Academic socialization is associated with the following parent practices: (1) attributing success to ability; (2) implementing supportive strategies; (3) communicating high expectations for academic success; and (4) expecting high career aspirations. While cognitive and academic socialization are facilitated by middle-class status, parent education programs can provide lower-class parents with the skills needed to enhance their children's achievement while improving their own job skils. Teacher attitudes and support are crucial to effective parent involvement programs, which include the following strategies: (1) developing frequent contact between parent and teacher; (2) helping parents create home environments conducive to learning; (3) using parents as resources in schools; and (4) involving parents in school governance. A list of 68 references is appended. (FMW)
Descriptors: Academic Aspiration, Child Development, Cognitive Development, Elementary Education, Literature Reviews, Parent Child Relationship, Parent Education, Parent Influence, Parent Participation, Parent Student Relationship, Parents as Teachers, Social Development, Teacher Role
ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027.
Publication Type: ERIC Publications; Information Analyses
Education Level: N/A
Sponsor: Department of Education, Washington, DC. Office of Planning, Budget, and Evaluation.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Urban Education, New York, NY.; Columbia Univ., New York, NY. Inst. for Urban and Minority Education.