ERIC Number: EJ1072956
Record Type: Journal
Publication Date: 2015-Oct
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0859
EISSN: N/A
Family and Teacher Characteristics as Predictors of Parent Involvement in Education during Early Childhood among Afro-Caribbean and Latino Immigrant Families
Calzada, Esther J.; Huang, Keng-Yen; Hernandez, Miguel; Soriano, Erika; Acra, C. Francoise; Dawson-McClure, Spring; Kamboukos, Dimitra; Brotman, Laurie
Urban Education, v50 n7 p870-896 Oct 2015
Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public schools. Socioeconomic disadvantage was associated with lower home-based involvement. Several factors were associated with higher involvement, including parents' connection to their culture of origin and to U.S. culture, engagement practices by teachers and parent--teacher ethnic consonance (for Latinos only). Findings have implications for promoting involvement among immigrant families of students in urban schools.
Descriptors: Teacher Characteristics, Family Characteristics, Predictor Variables, Family Involvement, Early Childhood Education, Hispanic Americans, Immigrants, Blacks, Socioeconomic Status, Economically Disadvantaged, Parent School Relationship, Parent Participation, Academic Achievement, Urban Schools, Cultural Influences, Parent Attitudes, Teacher Attitudes, Acculturation, Surveys, Statistical Analysis
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: New York
IES Funded: Yes
Grant or Contract Numbers: R01HD066122; R305A100596