Home-Based Parental Involvement in Young Children's Education: Examining the Effects of Maternal Education across U.S. Ethnic Groups

Autor/inn/en	Suizzo, Marie-Anne; Stapleton, Laura M.
Titel	Home-Based Parental Involvement in Young Children's Education: Examining the Effects of Maternal Education across U.S. Ethnic Groups
Quelle	In: Educational Psychology, 27 (2007) 4, S.533-556 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Young Children; Parent Participation; Parent School Relationship; Ethnicity; Family Size; Educational Attainment; Academic Aspiration; Parent Influence; Mothers; Racial Differences; Correlation; Family Environment; Family Structure; Family Income; Neighborhoods; Asian Americans; African Americans; Hispanic Americans; Whites; Predictor Variables; Kindergarten; United States + Suchen Sie Ihr Suchwort? Frühe Kindheit; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ethnizität; Familiengröße; Bildungsabschluss; Bildungsgut; Mother; Mutter; Rassenunterschied; Korrelation; Familienmilieu; Familienkonstellation; Familiensystem; Familieneinkommen; Neighbourhoods; Nachbarschaft; Asian immigrant; United States; Asiatischer Einwanderer; USA; Afroamerikaner; Hispanic; Hispanoamerikaner; White; Weißer; Prädiktor
Abstract	This study investigated the contributions of maternal education and ethnicity to three dimensions of home-based parental involvement in young children's education and development: parental expectations about educational attainment, children's activities at home and outside the home, and family routines. Controlling for family background variables such as family size and structure, household income, and neighbourhood safety, we examined these relations in a nationally representative U.S. sample of 9,864 Asian American, African American, Latino American, and European American five-year-old children. Multiple regression models suggested that maternal education explained small to moderate amounts of variation in parental home-based involvement, and was more strongly associated with these outcome variables than was income. Ethnicity significantly predicted additional variation in only two outcome variables: parental educational expectations and family discussions. Maternal education plays a unique role in explaining U.S. ethnic group variations in parental involvement in young children's education. (Contains 1 figure and 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10