Parent involvement, cultural capital, and the achievement gap among elementary school children.

Autor/inn/en	Lee, Jung-Sook; Bowen, Natasha K.
Titel	Parent involvement, cultural capital, and the achievement gap among elementary school children.
Quelle	In: American educational research journal, 43 (2006) 2, S. 193-218Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312043002193
Schlagwörter	Empirische Untersuchung; Soziale Herkunft; Familie; Eltern; Elternmitwirkung; Primarbereich; Schülerleistung; Sozialkapital; Einflussfaktor; Ethnische Gruppe; USA
Abstract	This study examined the level and impact of five types of parent involvement on elementary school children's academic achievement by race/ethnicity, poverty, and parent educational attainment. The sample comprises 415 third through fifth graders who completed the Elementary School Success Profile. Hypothesis from Bourdieu's theory of cultural capital were assessed with t tests, chi-square statistics, and hierarchical regressions. Consistent with the theory, parents with different demographic characteristics exhibited different types of involvement, and the types of involvement exhibited by parents from dominant groups had the strongest association with achievement. However, contrary to theoretical expectations, members of dominant and nondominant groups benefited similarly from certain types of involvement and differently from others. Implications for research and practice are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/3