Cambodian Parental Involvement: The Role of Parental Beliefs, Social Networks, and Trust

Autor/inn/en	Eng, Sothy; Szmodis, Whitney; Mulsow, Miriam
Titel	Cambodian Parental Involvement: The Role of Parental Beliefs, Social Networks, and Trust
Quelle	In: Elementary School Journal, 114 (2014) 4, S.573-594 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	/10.1086/675639
Schlagwörter	Foreign Countries; Parent Participation; Beliefs; Parent Attitudes; Parent Role; Social Networks; Trust (Psychology); Social Capital; Predictor Variables; Human Capital; Socioeconomic Status; Elementary School Students; Parent Surveys; Interviews; Multiple Regression Analysis; Family Characteristics; Parent Aspiration; Family Relationship; Family Income; Parent Background; Gender Differences; Parent School Relationship; Parent Teacher Cooperation; Parent Teacher Conferences; Statistical Analysis; Cambodia + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Belief; Glaube; Elternverhalten; Parental role; Elternrolle; Social network; Soziales Netzwerk; Sozialkapital; Prädiktor; Humankapital; Socio-economic status; Sozioökonomischer Status; Interviewing; Interviewtechnik; Elternwille; Familieneinkommen; Elternhaus; Geschlechterkonflikt; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Statistische Analyse; Kambodscha
Abstract	The role of social capital (parental beliefs, social networks, and trust) as a predictor of parental involvement in Cambodian children's education was examined, controlling for human capital (family socioeconomic status). Parents of elementary students (n = 273) were interviewed face to face in Cambodia. Teacher contact scored highest, followed by responsiveness, home involvement, and school meetings. Multiple regressions showed that parents' social networks (relatives' influence on academics), trust between people, academic aspirations, gender role attitudes, and fatalistic beliefs predicted some types of parental involvement. Gender role attitudes predicted parent-school responsiveness differently by corresponding gender of parents and children (father-daughter and mother-son), suggesting that fathers are less likely to be responsive to school for their daughters, and mothers for their sons. Results suggest that educators working with Cambodian/Cambodian American parents need to be proactive, taking into consideration parents' beliefs system and identifying resources within families and communities that can be used to increase parents' participation interest. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10