NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1173960
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1911
How and Why Fathers Are Involved in Their Children's Education: Gendered Model of Parent Involvement
Kim, Sung won
Educational Review, v70 n3 p280-299 2018
Accumulating evidence points to the unique contributions fathers make to their children's academic outcomes. However, the large body of multi-disciplinary literature on fatherhood does not address how fathers engage in specific practices relevant to education, while the educational research in the United States focused on parent involvement often excludes fathers. There is no theoretical framework up to date explaining the gendered nature of parental educational involvement. "How" and "why" might fathers' involvement differentially influence children's achievement from mothers'? In this article, based on a review of existing research locating school involvement as a major area of difference between fathers and mothers, I propose a revised model describing the sources of father involvement drawing on Hoover-Dempsey and Lamb's models of parent involvement and fathering explaining why fathers and mothers might differ over school involvement.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A