Involvement, Engagement, and Community: Dimensions and Correlates of Parental Participation in a Majority-Minority Urban School District

Autor/inn/en	Brown, John C.; Graves, Erin M.; Burke, Mary A.
Titel	Involvement, Engagement, and Community: Dimensions and Correlates of Parental Participation in a Majority-Minority Urban School District
Quelle	In: Urban Education, 57 (2022) 5, S.899-934 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graves, Erin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085920902245
Schlagwörter	Parent Participation; Parent School Relationship; Hispanic Americans; Socioeconomic Status; Parent Background; Educational Attainment; Proximity; Spanish Speaking; Cultural Influences; Immigrants; Community; Social Capital; Urban Areas; Primary Education; English (Second Language); Language Usage; Family Structure; Employment Level; Massachusetts + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Hispanic; Hispanoamerikaner; Socio-economic status; Sozioökonomischer Status; Elternhaus; Bildungsabschluss; Bildungsgut; Lebensnähe; Cultural influence; Kultureinfluss; Immigrant; Immigrantin; Immigranten; Sozialkapital; Urban area; Stadtregion; Primarbereich; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Familienkonstellation; Familiensystem; Beschäftigungsgrad; Master-Studiengang
Abstract	This study examines parental participation in children's schooling. Using a survey of parents of children attending a majority Hispanic school district, we employ exploratory factor analysis and determine that standard forms of participation align along two dimensions: Involvement and Engagement. Analysis reveals a third dimension: Parental Community. The data suggest that income but not educational attainment influence Involvement, whereas family circumstances correlate best with Engagement. Households with the closest proximity to a Spanish-language/immigrant culture feel the strongest sense of Parental Community. The findings may inform the design of programming to help involve parents more fully in their children's schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01