Mexican Immigrant Fathers' and Mothers' Engagement with School-Age Children

Autor/inn/en	Hossain, Ziarat; Shipman, Virginia
Titel	Mexican Immigrant Fathers' and Mothers' Engagement with School-Age Children
Quelle	In: Hispanic Journal of Behavioral Sciences, 31 (2009) 4, S.468-491 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986309342943
Schlagwörter	Mothers; Family Size; Sex Role; Immigrants; Fathers; Mexicans; Parent Attitudes; Parent Role; Child Care; Child Rearing; Parents as Teachers; Socioeconomic Influences; Mexican Americans; Rural Areas; Gender Differences; Educational Attainment; Parent Participation; Social Support Groups; Employed Parents; Marital Status; Cultural Influences + Suchen Sie Ihr Suchwort? Mother; Mutter; Familiengröße; Geschlechterrolle; Immigrant; Immigrantin; Immigranten; Mexikaner; Elternverhalten; Parental role; Elternrolle; Kinderfürsorge; Kinderbetreuung; Kindererziehung; Sozioökonomischer Faktor; Hispanoamerikaner; Rural area; Ländlicher Raum; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Elternmitwirkung; Social support; Soziale Unterstützung; Familienstand; Cultural influence; Kultureinfluss
Abstract	This study examined mothers' and fathers' reports of their time spent in their school-age children's care and academic work and the relationships between socioeconomic status and social support variables with fathers' time spent in children's care and academic work within two-parent Mexican immigrant families. Mother and father dyads from 79 two-parent Mexican immigrant families with a second- or third-grade child residing in rural towns in southwestern United States participated in the study. Multivariate analyses of variance indicated that mothers spent significantly more time in children's basic care, care on demand, and both academic interaction at home and at school than did fathers. Hierarchical regression analyses revealed that fathers' time spent in children's care was positively related to their educational level and extrafamilial support and that their time spent in children's academic work, although positively influenced by their education, was negatively influenced by family size. Findings are discussed with regard to gender role differences in parental engagement with children within Mexican immigrant families and their implications for informing policy makers, educators, and parents of the importance of parental time spent in enriching children's development and culturally sensitive strategies for doing so. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10