How and Why Fathers Are Involved in Their Children's Education: Gendered Model of Parent Involvement

Autor/in	Kim, Sung won
Titel	How and Why Fathers Are Involved in Their Children's Education: Gendered Model of Parent Involvement
Quelle	In: Educational Review, 70 (2018) 3, S.280-299 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Sung won)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2017.1311304
Schlagwörter	Fathers; Parent Participation; Gender Differences; Literature Reviews; Mothers; Elementary Secondary Education; Academic Achievement; Correlation; Family Environment; Family School Relationship; Socialization; Hypothesis Testing + Suchen Sie Ihr Suchwort? Elternmitwirkung; Geschlechterkonflikt; Mother; Mutter; Schulleistung; Korrelation; Familienmilieu; Socialisation; Sozialisation; Hypothesenprüfung; Hypothesentest
Abstract	Accumulating evidence points to the unique contributions fathers make to their children's academic outcomes. However, the large body of multi-disciplinary literature on fatherhood does not address how fathers engage in specific practices relevant to education, while the educational research in the United States focused on parent involvement often excludes fathers. There is no theoretical framework up to date explaining the gendered nature of parental educational involvement. "How" and "why" might fathers' involvement differentially influence children's achievement from mothers'? In this article, based on a review of existing research locating school involvement as a major area of difference between fathers and mothers, I propose a revised model describing the sources of father involvement drawing on Hoover-Dempsey and Lamb's models of parent involvement and fathering explaining why fathers and mothers might differ over school involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01