Parent Involvement in School and Chinese American Children's Academic Skills

Autor/inn/en	Anicama, Catherine; Zhou, Qing; Ly, Jennifer
Titel	Parent Involvement in School and Chinese American Children's Academic Skills
Quelle	In: Journal of Educational Research, 111 (2018) 5, S.574-583 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anicama, Catherine) ORCID (Zhou, Qing) ORCID (Ly, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1323718
Schlagwörter	Parent Participation; Parent Attitudes; Academic Achievement; Grade 1; Grade 2; Grade 3; Elementary School Students; Chinese Americans; Reading Skills; Mathematics Skills; Immigrants; Teacher Attitudes; Parent Teacher Cooperation; Path Analysis; Statistical Analysis; Maximum Likelihood Statistics; California (San Francisco) + Suchen Sie Ihr Suchwort? Elternmitwirkung; Elternverhalten; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Immigrant; Immigrantin; Immigranten; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Pfadanalyse; Statistische Analyse
Abstract	The authors examined the concurrent associations of school-based parent involvement (PI), family sociocultural factors, and children's academic skills in a sample of 258 Chinese American children (5-9 years old) in immigrant families. Parents reported their American and Chinese orientations and family socioeconomic status (SES). Parents and teachers rated parents' school-based involvement, and children's English reading and mathematics calculation skills were assessed with standardized tests. Results of path analysis indicated that, controlling for SES, parents' American orientation was positively associated with their self-reported PI. Although parent- and teacher-reported PI were positively correlated with each other, only teacher-reported PI was positively associated with children's English reading. These findings support the benefits of school-based PI for Chinese immigrant children's English reading achievement. Results also highlight the need to consider differences between teachers' and parents' perceptions of PI in developing culturally sensitive interventions to encourage immigrant parents' school involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01