Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families. (October 2015)

• Record Type: Journal Article
• Authors: Calzada, Esther J.; Huang, Keng-Yen; Hernandez, Miguel; Soriano, Erika; Acra, C. Francoise; Dawson-McClure, Spring; Kamboukos, Dimitra; Brotman, Laurie
• Is Part Of: Urban education. Volume 50:Number 7(2015)
• Page Start: 870
• Page End: 896
• Publication Date: 2015-10
• Subjects: parent involvement -- Latino families -- Afro-Caribbean families -- early childhood; Education, Urban -- Periodicals; Enseignement en milieu urbain -- Périodiques; Éducation; Milieu urbain; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.91732
• DOI: 10.1177/0042085914534862
• Languages: English
• ISSNs: 0042-0859

Abstract

Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public schools. Socioeconomic disadvantage was associated with lower home-based involvement. Several factors were associated with higher involvement, including parents' connection to their culture of origin and to U.S. culture, engagement practices by teachers and parent–teacher ethnic consonance (for Latinos only). Findings have implications for promoting involvement among immigrant families of students in urban schools.