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Parental involvement in low -income and minority children's education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Parental involvement in low -income and minority children's education./
Author:	Schultz, Margaret Dorothea.
Description:	1 online resource (117 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 61-01, Section: B, page: 5490.
Contained By:	Dissertation Abstracts International61-01B.
Subject:	Clinical psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780599622548

Parental involvement in low -income and minority children's education.
Schultz, Margaret Dorothea.

Parental involvement in low -income and minority children's education. - 1 online resource (117 pages)

Source: Dissertation Abstracts International, Volume: 61-01, Section: B, page: 5490.

Thesis (Ph.D.)--State University of New York at Stony Brook, 1999.

Includes bibliographical references

Parental involvement in children's education has been suggested by researchers and educators as a method of attenuating the academic risk of low-income and minority children. However, there is little evidence to support the effectiveness of parental involvement for low-income and minority children and the literature does not consistently present theoretical mechanisms to explain the effectiveness of parental involvement. The present study explores parental involvement within the context of three theories: the theory of intrinsic motivation, Bronfenbrenner's bioecological theory, and Coleman's theory of social capital. The present study explored the relationship between children's report of four types of parental involvement and children's academic outcomes: parents' involvement in current events and extracurricular activities, parents' help with homework, parents' checking of homework, and parents' expectations about grades. This study employed structural equation modeling techniques and multiple group comparisons to examine the relationships between the four types of parental involvement and change in the children's reading comprehension and phonological awareness in the previous year. Multiple group comparisons were used to study differences in the effectiveness of parental involvement among European American, African American, and Hispanic American children as well as between children grouped by their mothers' education level, their family size, and their year in school. Absolute scores, simple change scores, and change scores residualized by the children's initial scores served as the outcomes for the study and the results were compared across those two types of scores. Parents' involvement in current events and extracurricular activities was positively related to children's phonological awareness for European American children and children with small family sizes. Parents' help with homework was negatively related to children's phonological awareness. Parents' checking of homework was positively related to European American children's phonological awareness. Parents' expectations about grades were negatively related to children's phonological awareness when mother's had lower levels of education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780599622548Subjects--Topical Terms:

649607
Clinical psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Parental involvement in low -income and minority children's education.
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245 1 0 $a Parental involvement in low -income and minority children's education.
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300 $a 1 online resource (117 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 61-01, Section: B, page: 5490.
500 $a Adviser: Grover J. Whitehurst.
502 $a Thesis (Ph.D.)--State University of New York at Stony Brook, 1999.
504 $a Includes bibliographical references
520 $a Parental involvement in children's education has been suggested by researchers and educators as a method of attenuating the academic risk of low-income and minority children. However, there is little evidence to support the effectiveness of parental involvement for low-income and minority children and the literature does not consistently present theoretical mechanisms to explain the effectiveness of parental involvement. The present study explores parental involvement within the context of three theories: the theory of intrinsic motivation, Bronfenbrenner's bioecological theory, and Coleman's theory of social capital. The present study explored the relationship between children's report of four types of parental involvement and children's academic outcomes: parents' involvement in current events and extracurricular activities, parents' help with homework, parents' checking of homework, and parents' expectations about grades. This study employed structural equation modeling techniques and multiple group comparisons to examine the relationships between the four types of parental involvement and change in the children's reading comprehension and phonological awareness in the previous year. Multiple group comparisons were used to study differences in the effectiveness of parental involvement among European American, African American, and Hispanic American children as well as between children grouped by their mothers' education level, their family size, and their year in school. Absolute scores, simple change scores, and change scores residualized by the children's initial scores served as the outcomes for the study and the results were compared across those two types of scores. Parents' involvement in current events and extracurricular activities was positively related to children's phonological awareness for European American children and children with small family sizes. Parents' help with homework was negatively related to children's phonological awareness. Parents' checking of homework was positively related to European American children's phonological awareness. Parents' expectations about grades were negatively related to children's phonological awareness when mother's had lower levels of education.
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538 $a Mode of access: World Wide Web
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650 4 $a Educational psychology. $3 555103
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