Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

Autor/inn/en	Turney, Kristin; Kao, Grace
Titel	Barriers to School Involvement: Are Immigrant Parents Disadvantaged?
Quelle	In: Journal of Educational Research, 102 (2009) 4, S.257-271 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Parent Participation; Parent School Relationship; Language Aptitude; Immigrants; Barriers; Racial Bias; Racial Differences; Comparative Analysis; Minority Groups; Acculturation; Limited English Speaking; Language Fluency; Correlation; Social Capital; Socioeconomic Status; Whites; African Americans; Asian Americans; Hispanic Americans; Academic Achievement; Interpersonal Competence; Individual Characteristics; Family Characteristics; United States; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sprachbegabung; Spracheignung; Immigrant; Immigrantin; Immigranten; Racial discrimination; Rassismus; Rassenunterschied; Ethnische Minderheit; Akkulturation; Language skill; Language skills; Sprachkompetenz; Korrelation; Sozialkapital; Socio-economic status; Sozioökonomischer Status; White; Weißer; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanoamerikaner; Schulleistung; Interpersonale Kompetenz; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school. Minority immigrant parents, compared with native-born parents, reported more barriers to participation and were subsequently less likely to be involved at school. Among immigrant parents, time spent in the United States and English language ability were positively associated with involvement, but these associations differed by race. Barriers to involvement serve as another source of disadvantage for immigrant parents and their children. (Contains 4 tables.) (As Provided).
Anmerkungen	Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10