Perceived Parental Investment in School as a Mediator of the Relationship between Socio-Economic Indicators and Educational Outcomes in Rural America

Autor/inn/en	Henry, Kimberly L.; Cavanagh, Thomas M.; Oetting, Eugene R.
Titel	Perceived Parental Investment in School as a Mediator of the Relationship between Socio-Economic Indicators and Educational Outcomes in Rural America
Quelle	In: Journal of Youth and Adolescence, 40 (2011) 9, S.1164-1177 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-010-9616-4
Schlagwörter	Expectation; High Schools; Socioeconomic Status; Graduation Rate; Educational Objectives; Dropouts; Outcomes of Education; Parent School Relationship; School Districts; Rural Areas; Disadvantaged; Parent Aspiration; Grade 7; Grade 9 + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; High school; Oberschule; Socio-economic status; Sozioökonomischer Status; Educational objective; Bildungsziel; Erziehungsziel; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Lernleistung; Schulerfolg; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; School district; Schulbezirk; Rural area; Ländlicher Raum; Elternwille; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Each year, 1.3 million students fail to graduate, dropping the United States' high school graduation rate to 69%. One of the most salient predictors of high school dropout is socio-economic status (SES), which makes important an improved understanding of the reasons why SES affects educational outcomes. In this study, multilevel mediation models were utilized to examine parental investment in school as a mediator of the relationship between SES and educational outcomes among an ethnically diverse sample of 64,350 7th to 9th grade students from 199 rural communities and towns in the U.S. (50% male, 63% non-Hispanic White). These relationships were assessed at the individual and school district level. Results indicate that parental investment is an important mediator at both levels. Within school districts, 28% of the effect of SES on the expectation to graduate from high school is mediated by perceived parental investment. Between school districts, 60% of the effect of concentrated disadvantage on the district's high school graduation rate and nearly all (87%) of the effect of concentrated disadvantage on the average expectation to graduate from high school among students in the district is mediated by perceived parental investment. Implications for prevention are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10