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ABSTRACT
Family educational involvement has been identified as a particularly beneficial practice for the achievement and behavioral outcomes of all students, including ethnic-minority students from families who have low levels of income, education, and English language proficiency. Despite the associated benefits, however, not all families are involved in their child's education and the explanation for differing involvement patterns has not been fully explored. The author examines precursors to parent educational involvement with an emphasis on immigrant families who may face more involvement barriers using the immigrant sample from the Child Development Supplement of the Panel Study of Income Dynamics (N = 189). Results provide limited support for the Hoover-Dempsey and Sandler theoretical model for family involvement; self-efficacy and perceived opportunities for involvement predicted immigrant families’ home-based involvement. No antecedents, however, predicted school-based involvement. In addition, results suggest expanding this model to include social capital, which significantly predicted immigrant families’ home-based involvement activities.
Notes
1A diverse group of ethnicities (e.g., Western and Eastern European, Middle Eastern, East Asian, South and Southeast Asian, Pacific Islander, Central American, Caribbean, South American, and African) were represented by the families in this study. Due to the small number of participants in each group, however, it was not possible to analyze each ethnic group separately.
2Initially, path analyses were used to analyze the data. Due to the complexity of the proposed model and amount of data missing in relation to the relatively small sample size, the model would not converge once covariates were added to the model. However, results from path analyses run without covariates were similar to results from regression analyses with covariates for model 1.
3An R2 from each multiply imputed data set is reported.
Additional information
Notes on contributors
Sandra Tang
Sandra Tang is a postdoctoral research fellow in the Developmental Psychology program at the University of Michigan. Her research interests focus on the role of family, school, and culture in shaping children's academic achievement, particularly for low-income, immigrant, and ethnic-minority children.