ERIC Number: EJ1168112
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
When Daddy Comes to School: Father-School Involvement and Children's Academic and Social-Emotional Skills
Baker, Claire E.
Early Child Development and Care, v188 n2 p208-219 2018
The present study used a large sample of mostly non-resident fathers (74%) to determine whether father-school involvement (e.g. attending parent-teacher conferences) predicted better academic and social emotional skills after controlling for the influence of mother-school involvement, the quality of children's home learning environment, and demographics. A total of 3570 children participated in the study (47% European American, 35% African-American, and 18% Hispanic). Although mothers in this study engaged in more frequent involvement in their children's schools, father-school involvement was positively associated with children's reading, math, and teacher-rated approaches to learning scores in elementary school. Furthermore, father-school involvement predicted better reading and math scores after controlling for the influence of mother-school involvement, the quality of children's home learning environment, and demographics.
Descriptors: Fathers, Parent School Relationship, Predictor Variables, Academic Achievement, Social Development, Emotional Development, Mothers, Family Environment, Gender Differences, Reading Achievement, Mathematics Achievement, Teacher Attitudes, Longitudinal Studies, Children, Surveys, Kindergarten, Interpersonal Competence, Observation, Family Characteristics, Statistical Analysis, Scores, National Competency Tests, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey; Social Skills Rating System; Home Observation for Measurement of Environment; National Assessment of Educational Progress
Grant or Contract Numbers: N/A