Meaning of parental involvement among Korean immigrant parents: A mixed-methods approach

The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were analyzed. Qualitative analysis resulted in four distinct categories: (a) support at home (68.8%), (b) home–school connection (17.7%), (c) participation in school (5.0%), and (d) duty (8.5%). The category of support at home was divided into three subcategories: Support of nonacademic development (31.9%), support of emotional psychological development (29.1%), and support of academic success (7.8%). A correlational analysis indicated that support of emotional psychological development was negatively correlated with home–school connection and support of academic success. The parents who considered parental involvement to be their duty did not perceive their roles as participating in home–school connections and supporting nonacademic development activities.     

Parental involvement in education during middle school: Perspectives of ethnically diverse parents,teachers, and students

Maintaining productive partnerships between families and schools is more complex when youth enter middle school. A systematic and inclusive understanding of the strategies parents use, youth want and need, and teachers' desire is needed to broaden our conceptualization and deepen our understanding of parental involvement in education. The authors captured the voices of 3 primary stakeholders in education (i.e., parents, teachers, and students) to identify the goals for parental involvement in education, identify consistencies across stakeholders in the conceptualizations of parental involvement in education, and deepen our understanding of the types of involvement that matter for adolescents. The study used grounded-theory analysis of 20 focus groups, with ethnically diverse parents, youth, and teachers (N = 150), along with quantitative indicators of involvement and interactions with schools. From these analyses scaffolding independence, linking education to future success, and communication emerged as the most consistent strategies for promoting achievement. Conceptualizations of home-based involvement were broadened. Ethnic variations in the general experiences of families at school were highlighted.     

Placing Immigrant and Minority Family and Community Members at the School's Centre: the role of community participation

Schools alone cannot reverse the high rates of school failure in the poorest communities in Europe; they need the contributions of the entire community. Coordination between families, the larger community, and the school has proven crucial to enhance student learning and achievement, especially for minority and disadvantaged families. However, families from such backgrounds often participate in their schools only peripherally because the schools take a ‘tourist’ approach, call parents to inform them about school projects and teachers' programmes, or consult them about decisions to be made by professionals, rather than engaging them in their children's education. In contrast, the INCLUD-ED project studied schools across Europe whose students are culturally diverse and from low SES backgrounds; here, the communities are deeply involved in the schools and the students do well academically. This article focuses on three strategies used by these successful schools to engage immigrant and minority community members in more active, decisive, and intellectual ways and thus have greater impact on the school and the students' learning. It also describes some specific practices of involvement grounded in those strategies and the improvements they generate. Though the schools studied use different practices, the three strategies have been found to contribute to a transformative result in all schools: moving minority and disadvantaged families from the periphery of school participation to the centre.

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Effect of the parental involvement style perceived by elementary school students at home on Language and Mathematics performance in chilean schools

The present study intends to measure the effect of the parental involvement style perceived by fourth-grade students on their Language and Mathematics performance. It uses data taken from a sample of 55,401 students evaluated by the National Education Quality Measurement System [Sistema Nacional de Medición de la Calidad de la Educación, SIMCE]. The results show that the nourishing parental involvement style, and not only household income and the parents’ years of schooling, are associated with and significantly predict higher scores on the Language and Mathematics tests. This finding is relevant inasmuch as it provides operational information regarding parental involvement styles, which opens up more possibilities for psychoeducational intervention by the school.     

Parent involvement and academic outcomes among urban adolescents: examining the role of school engagement

The present study examined the extent to which parent involvement in education was directly and indirectly (via school engagement) related to academic outcomes in an effort to more fully understand the school experiences of urban adolescents. Participants (80% racial/ethnic minority; n = 108) were in grades 6, 7 or 8. In the Fall and subsequent Spring youth completed in-school surveys with items on parental involvement in education, school engagement (affective, behavioural, cognitive engagement) and perceived academic competence. Grades were obtained from official school records. Findings showed that parental involved was positively associated with behavioural and cognitive engagement, which in turn contributed to academic competence and achievement. Results underscore the importance of parental involvement in adolescents’ engagement and academic success and highlight the importance of examining the multiple components of school engagement simultaneously, as we found differential effects for affective, behavioural, and cognitive engagement on academic competence and achievement.     

The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study

Policymakers view parental involvement (PI) as a crucial component of school reform efforts, but evidence of its effect on student achievement is equivocal. Using the Early Childhood Longitudinal Study–Kindergarten Cohort dataset, we examined the long-term impact on student- and school-level achievement of three types of school-based PI: PI to help an individual's own child (private-good PI), PI to improve the school (public-good PI), and PI through peer networking. Hierarchical linear modeling analyses indicated that all three types raised student-level achievement in mathematics but only private-good PI was associated with reading achievement. Public-good PI and parent networking boosted school-level achievement. Public- and private-good PI were more strongly associated with student-level mathematics achievement for high socioeconomic status (SES) students; aggregated private-good PI was more strongly related to school-level achievement in low-SES schools. These results provide empirical evidence about the effectiveness of school-based PI, but also suggest a need for schools to explore more effective ways to leverage the social capital of low-SES families.