A qualitative exploration of Black mothers’ gendered constructions of their children and their parental school involvement

2020 ◽  
Vol 53 ◽  
pp. 124-135
Author(s):  
Seanna Leath ◽  
Aixa D. Marchand ◽  
Asya Harrison ◽  
Amira Halawah ◽  
Chanelle Davis ◽  
...  
Keyword(s):  
Black Mothers ◽  
School Involvement ◽  
Parental School Involvement ◽  
Qualitative Exploration

Documentation-status concerns and Latinx parental school involvement.

2019 ◽  
Vol 5 (1) ◽  
pp. 29-41 ◽  
Author(s):  
Fernanda L. Cross ◽  
Deborah Rivas-Drake ◽  
Stephanie Rowley ◽  
Erika Mendez ◽  
Charo Ledon ◽  
...  
Keyword(s):  
School Involvement ◽  
Parental School Involvement ◽  
Documentation Status

Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

2017 ◽  
Vol 90 (4) ◽  
pp. 355-377 ◽  
Author(s):  
Angran Li ◽  
Mary J. Fischer
Keyword(s):  
Elementary School ◽  
First Grade ◽  
School Level ◽  
School Involvement ◽  
School Students ◽  
Data Set ◽  
Positive Effects ◽  
Parental School Involvement ◽  
Formal Organizations ◽  
Nationally Representative

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

Cumulative Risk and Immigrant Youth’s Health and Educational Achievement: Mediating Effects of Inter- and Intra-Familial Social Capital

2017 ◽  
Vol 51 (6) ◽  
pp. 793-813
Author(s):  
Jing Zhang ◽  
Jyoti Savla ◽  
Hsiu-Lan Cheng
Keyword(s):  
Social Capital ◽  
Young Adulthood ◽  
Family Cohesion ◽  
Educational Achievement ◽  
Cumulative Risk ◽  
Immigrant Parents ◽  
School Involvement ◽  
Mediating Effects ◽  
Parental School Involvement ◽  
Using Data

Using data from Children of Immigrants Longitudinal Study, this study examined the longitudinal effects of cumulative risk of immigrant parents on immigrant youth’s health and educational achievement in young adulthood. The mediating effects of intra- (i.e., family cohesion) and inter-familial (i.e., parental school involvement) social capital were also examined. The findings showed that cumulative risk was negatively associated with youth’s health and educational achievement in young adulthood. In addition, parental school involvement mediated the association between cumulative risk and youth’s health and educational achievement. The findings suggest that inter-familial social connections may be a critical intervention target for immigrant youth preventive interventions.

scholarly journals Extent of Parental School Involvement for Improved Student Performance in Awka South Local Government Area of Anambra State

2017 ◽  
Vol 13 (22) ◽  
pp. 192
Author(s):  
Eboatu, V. N. ◽  
Igboka, Doris Oluchukwu
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Parental Involvement ◽  
Student Performance ◽  
Local Government Area ◽  
School Involvement ◽  
Anambra State ◽  
Parental School Involvement ◽  
Significant Difference ◽  
Research Questions

Academic achievement of students does not depend only on school, environmental factors and teacher characteristics, but also on the level of home involvement. This study therefore sought to establish the extent of parental school involvement for students’ improved academic achievement in Awka South Local Government Area of Anambra State. The descriptive survey design was used for this study, with six (6) research questions guiding the study. The population for the study comprised 417 public secondary school teachers from which a sample of 125 teachers using simple random sampling technique. The instrument for data collection was a researcher designed, structured questionnaire which was duly validated by experts in educational management and measurement and evaluation. The questionnaire was tested for reliability using test-retest method. The tool for correlation was the Pearson Product Moment Correlation and this yielded a co-efficient of 0.82. Data collected was analysed using mean and standard deviation statistics to answer the 6 research questions while ANOVA with Friedman’s Test was used to test for significant difference in the six indices of parental involvement. The findings show among others that teachers perceive that parents in Awka South Local Government Area effectively communicate with school and coach their children for improved academic achievement to a moderate extent. There was no significant difference in the teacher’s perception of parental involvement based on the six indices of involvement. Based on the findings, the researchers recommended among others, that parents and the school use social media and other devices to communicate more effectively with the school for improved students’ academic performance.

THE MODERATING ROLE OF PARENTAL SCHOOL INVOLVEMENT BETWEEN PARENTAL ATTACHMENT AND PROBLEM FACED BY TRUANT AND PUNCTUAL STUDENTS

2017 ◽  
Vol 73 (4) ◽  
Author(s):  
Muhammad aqeel ◽  
Dr Asghar Ali Shah ◽  
Dr.Iffat Rohail ◽  
Dr Sadaf Ahsan ◽  
kanwal shahbaz ◽  
...  
Keyword(s):  
Parental Attachment ◽  
School Involvement ◽  
Parental School Involvement ◽  
Moderating Role

An Evaluation of School Involvement and Satisfaction of Parents of Children with Autism Spectrum Disorders

2012 ◽  
Vol 117 (4) ◽  
pp. 316-330 ◽  
Author(s):  
Benjamin Zablotsky ◽  
Katelyn Boswell ◽  
Christopher Smith
Keyword(s):  
Family Involvement ◽  
National Sample ◽  
Autism Spectrum ◽  
Department Of Education ◽  
School Involvement ◽  
Children With Asd ◽  
Parental School Involvement ◽  
Education Statistics ◽  
School Guidance ◽  
Families With Children

Abstract Parental school involvement and satisfaction are unstudied in families raising a child with an autism spectrum disorder (ASD). To fill this gap, the current study utilized a national sample of families (N  =  8,978) from the 2007 Parent and Family Involvement in Education survey (U.S. Department of Education, National Center for Education Statistics, 2006–2007). Parents of children with ASDs were found to be more likely than parents of children without the disorder to attend parent–teacher conferences, meet with school guidance counselors, and help with homework. Parents of children with ASD were also more dissatisfied with the level of communication provided by the school. There was a significant positive correlation between parental school involvement and parental school satisfaction. These findings have important implications for how schools interact with families with children with ASD.

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