Maternal Attitudes and Parent Education: How Immigrant Mothers Support Their Child's Education despite Their Own Low Levels of Education

Autor/inn/en	Schaller, Ana; Rocha, Lisa Oglesby; Barshinger, David
Titel	Maternal Attitudes and Parent Education: How Immigrant Mothers Support Their Child's Education despite Their Own Low Levels of Education
Quelle	In: Early Childhood Education Journal, 34 (2007) 5, S.351-356 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-006-0143-6
Schlagwörter	Intervention; Young Children; Educational Attainment; Parent Background; Mother Attitudes; Immigrants; Academic Achievement; Mothers; Learning Motivation; Parent Participation; Parent Teacher Cooperation; Parent Child Relationship; Child Development; Story Reading + Suchen Sie Ihr Suchwort? Frühe Kindheit; Bildungsabschluss; Bildungsgut; Elternhaus; Mutterliebe; Immigrant; Immigrantin; Immigranten; Schulleistung; Mother; Mutter; Motivation for studies; Lernmotivation; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung
Abstract	A study of Mexican immigrant mothers of young children in the AVANCE-Dallas early childhood intervention program demonstrates that low-educational parents often exhibit ambitious attitudes about educational achievement for their children. Though they lack an extensive academic background, which places their children at risk for low education, their positive attitude manifested in daily pro-educational behaviors overcomes their low education level because they both motivate their children to pursue academic success and participate in their children's learning. The best way to capitalize on immigrant parents' educational drive for their children is to partner with them--either through an intervention program or through early childhood educators' interaction with parents--by showing them how their participation in their children's learning through concrete activities (such as regular mother-child conversation, daily reading, and playtime activities that teach developmental skills) may increase their chances of achieving academic success. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10