Linking IEP Status to Parental Involvement for High School Students of First-Generation and Native-Born Families

Autor/inn/en	Freeman, Jennifer A.; Jacob Kirksey, J.
Titel	Linking IEP Status to Parental Involvement for High School Students of First-Generation and Native-Born Families
Quelle	In: Exceptional Children, 89 (2023) 2, S.197-215 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freeman, Jennifer A.) ORCID (Jacob Kirksey, J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221108402
Schlagwörter	Individualized Education Programs; Parent Participation; High School Students; Immigrants; Students with Disabilities; Correlation; Socialization; Special Education; Family Characteristics; Student Characteristics; Institutional Characteristics; Parent School Relationship; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Elternmitwirkung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Disability; Disabilities; Behinderung; Korrelation; Socialisation; Sozialisation; Special needs education; Sonderpädagogik; Sonderschulwesen; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	As educators and policymakers increasingly use parental involvement as a mechanism to increase student achievement, scholars know surprisingly little about the disparities in frequencies of parental involvement for first-generation immigrant compared to native-born parents as well as how involvement may differ for parents of students with Individualized Education Programs (IEPs). Using HSLS:2009, we compared parental involvement of first-generation immigrant parents and native-born parents of high school students with and without IEPs. Our descriptive results indicate that first-generation parents exhibit lower frequencies of school-based involvement compared to native-born parents. In our propensity score matching analysis, we found that IEP status is associated with an increase in school-based parental involvement for both first-generation immigrant and native-born families. We also found that IEP status was negatively associated with academic socialization for both first-generation immigrant and native-born families. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01