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Autor/inChan, Eric W.
TitelHeterogenous Parental Responses to Education Quality
QuelleIn: Education Economics, 30 (2022) 3, S.225-250 (26 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0964-5292
DOI10.1080/09645292.2021.1974345
SchlagwörterParent Attitudes; Educational Quality; Gifted Education; Academically Gifted; Elementary Education; Grade 3; Grade 4; Grade 5; Minority Group Students; African American Students; Asian American Students; Hispanic American Students; Low Income Students; White Students; English Language Learners; Students with Disabilities; Family Environment; Parent Influence; Language Usage; Parent Background; Educational Attainment; Parent School Relationship; Tutoring; Selective Admission; California
AbstractAre parental inputs complements or substitutes to education quality? Using variation induced by identification into a gifted and talented (GT) program, I find no aggregate effects on parental behavior as a result of their child's access to a higher quality education. However, there are heterogeneous effects. Non-minority parents decrease engagement but increase tutoring. Minority and low-income parents increase engagement and increase both tutoring and in-home homework help. Results suggest that parental investments are not necessarily a strict complement or substitute but is nuanced dependent on demographic factors. I provide suggestive evidence that the primary mechanism is parental beliefs. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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