An Exploratory Study of Mexican-Origin Fathers' Involvement in Their Child's Education: The Role of Linguistic Acculturation

Autor/in	Lopez, Vera
Titel	An Exploratory Study of Mexican-Origin Fathers' Involvement in Their Child's Education: The Role of Linguistic Acculturation
Quelle	In: School Community Journal, 17 (2007) 1, S.61-76 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Parent Teacher Cooperation; School Activities; Linguistics; School Involvement; Parent Participation; Acculturation; Grade 4; Fathers; Mexican Americans; Parent Child Relationship; Classification; Spanish Speaking; Bilingualism; English (Second Language); Second Language Learning; Socioeconomic Status; Parent Attitudes; Statistical Analysis + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Linguistik; Schulmitwirkung; Elternmitwirkung; Akkulturation; School year 04; 4. Schuljahr; Schuljahr 04; Hispanoamerikaner; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Classification system; Klassifikation; Klassifikationssystem; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Socio-economic status; Sozioökonomischer Status; Elternverhalten; Statistische Analyse
Abstract	The present exploratory study examined the involvement of 77 Mexican-origin fathers in their school-age (grades 4-6) child's education. Fathers were classified into one of three groups based on their linguistic acculturation status. The three groups were predominantly English-speakers (n = 25), English/Spanish-speakers (n = 27), and predominantly Spanish-speakers (n = 25). Five analyses of covariances (ANCOVAs) were conducted using the following father involvement dimensions as outcomes: Perceptions of School, Positive Contacts with Teachers, Attitudes Toward Parental Responsibility, School Involvement (e.g., participation in school activities and events), and Home Involvement (e.g., helping with homework, developing an environment conducive to education). Family socioeconomic status was included as a covariate in all five ANCOVAs. Results indicated that Spanish-speaking fathers reported more negative perceptions of their child's school, less positive contacts with their child's teachers, and were less involved in their child's school than either English/Spanish-speaking or English-speaking fathers. No group differences existed on the other two father involvement indices. Interpretations of the study's results and research implications are presented. (Contains 3 tables.) (Author).
Anmerkungen	Academic Development Institute. 121 N. Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10