Journal ArticleDOI
Why Do Parents Become Involved? Research Findings and Implications
Kathleen V. Hoover-Dempsey,Joan M. T. Walker,Howard M. Sandler,Darlene R. Whetsel,Christa L. Green,Andrew S. Wilkins,Kristen Closson +6 more
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TLDR
A decade ago, Walker et al. as mentioned in this paper proposed a model of the parental involvement process that focused on understanding why parents become involved in their children's education and how their involvement influences student outcomes.Abstract:
A decade ago, Hoover‐Dempsey and Sandler offered a model of the parental involvement process 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 conducted conceptual and empirical work to enhance 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 practices that may strengthen the incidence and effectiveness of parental involvement across varied school communities.read more
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Journal ArticleDOI
Parent Involvement in Education: Toward an Understanding of Parents' Decision Making
TL;DR: In this article, the authors examined the relationship among four parent variables (role construction, sense of efficacy, resources, and perceptions of teacher invitations) with PI activities at home and school and found that specific invitations from teachers had the largest effect on the three types of parent involvement.
Journal ArticleDOI
Parental Expectations and Children's Academic Performance in Sociocultural Context
Yoko Yamamoto,Susan D. Holloway +1 more
TL;DR: This article found that the level of parental expectations varies by racial/ethnic group, and that students' previous academic performance is a less influential determinant of parent expectations among racial minority parents than among European American parents.
Journal ArticleDOI
School and home connections and children's kindergarten achievement gains: The mediating role of family involvement
TL;DR: The authors found that, on average, family involvement at school and parents' educational expectations were associated with gains in reading and math achievement in kindergarten, and found that children's home and school are the most influential contexts in which learning and development occur, especially during early childhood.
Journal ArticleDOI
A review of the relationship between parental involvement indicators and academic achievement
TL;DR: In this article, the authors present how individual parental involvement variables correlate with academic achievement based on an age-related classification, and then they move to a more profound review of the literature to determine which variables are moderating or mediating the relationship between parental involvement and academic achievement.
Journal ArticleDOI
Minority Parental Involvement and School Barriers: Moving the Focus Away from Deficiencies of Parents.
TL;DR: In this article, a literature review provides available research findings on the school barriers that prevent minority parents' participation in their children's school in the United States, and the following school barriers were identified: (a) teachers' perception about the efficacy of minority parents, (b) teachers’ perception concerning the capacity of minority students, (c) teachers beliefs in the effectiveness of parental involvement and developmental philosophy, (d) teachers self-efficacy in teaching effectiveness, (e) school friendliness and positive communication, (f) diversity of parent involvement programs, (g)
References
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Book
Self-Efficacy: The Exercise of Control
TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".
Journal ArticleDOI
Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms
TL;DR: In this paper, a qualitative approach to connect homes and classrooms is presented. But the approach is limited to the use of knowledge for teaching, and it is not suitable for the general public.
Book
Unequal Childhoods: Class, Race, and Family Life
TL;DR: The power and limits of social class are explored in this paper, where the authors present a theory of Bourdieu's theory of the power of social structure and daily life in the organization of daily life.
Journal ArticleDOI
Parental involvement and students' academic achievement: A meta-analysis.
Xitao Fan,Michael Chen +1 more
TL;DR: In this article, a meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement, revealing a small to moderate, and practically meaningful, relationship between parent involvement and academic achievement.
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Why Do Parents Become Involved in Their Children’s Education?
Parental involvement and students' academic achievement: A meta-analysis.
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