Meaning of Parental Involvement among Korean Immigrant Parents: A Mixed-Methods Approach

Autor/inn/en	Kim, Yanghee Anna; An, Sohyun; Kim, Hyun Chu Leah; Kim, Jihye
Titel	Meaning of Parental Involvement among Korean Immigrant Parents: A Mixed-Methods Approach
Quelle	In: Journal of Educational Research, 111 (2018) 2, S.127-138 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1220355
Schlagwörter	Immigrants; Korean Americans; Parent Participation; Correlation; Parent School Relationship; Parent Attitudes; Family Environment; Emotional Development; Academic Achievement; Parent Role; Churches; Questionnaires; Mixed Methods Research; Validity; Interrater Reliability; Elementary Secondary Education; Grounded Theory + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Elternmitwirkung; Korrelation; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternverhalten; Familienmilieu; Gefühlsbildung; Schulleistung; Parental role; Elternrolle; Church; Kirche; Fragebogen; Gültigkeit; Interrater-Reliabilität
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01