Analyzing Profiles and Predictors of Parent Involvement in Elementary School

Autor/inn/en	Lawson, Michael A.; Alameda-Lawson, Tania
Titel	Analyzing Profiles and Predictors of Parent Involvement in Elementary School
Quelle	(2016), (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Predictor Variables; Parent Participation; Academic Achievement; Parent School Relationship; Low Income Groups; School Activities; Parent Teacher Conferences; Elementary Schools; Public Schools; Family Life; Child Caregivers; Young Children; Kindergarten; Barriers; Participant Characteristics; Social Capital; Socioeconomic Status; Ethnicity; Human Geography; Community Characteristics; Parent Child Relationship; Learning Activities + Suchen Sie Ihr Suchwort? Prädiktor; Elternmitwirkung; Schulleistung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Frühe Kindheit; Sozialkapital; Socio-economic status; Sozioökonomischer Status; Ethnizität; Humangeografie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Lernaktivität
Abstract	Drawing from a nationally representative sample of parents with elementary school-aged children, this study used Latent Class Analysis (LCA) to examine profiles of parent involvement in school as well as home-community settings. Four profiles of school involvement and five profiles of home-community involvement were yielded from the LCA approach. These profiles included parents who were involved in a full range of school and home-community activities, as well as a small sub-group of parents whose involvement was more limited across settings. Importantly, our profile models indicated that the overall school involvement characteristics of low-income parents did not differ significantly from their more affluent counterparts. This finding helps provides an important safeguard against deficit-oriented labels concerning the involvement preferences/priorities of low-income parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01