Educational Progress and Parenting among Mexican Immigrant Mothers of Young Children

Autor/inn/en	Crosnoe, Robert; Kalil, Ariel
Titel	Educational Progress and Parenting among Mexican Immigrant Mothers of Young Children
Quelle	In: Journal of Marriage and Family, 72 (2010) 4, S.976-990 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2445
DOI	10.1111/j.1741-3737.2010.00743.x
Schlagwörter	Mothers; Young Children; Immigrants; Mexican Americans; Child Rearing; Parent Influence; Hypothesis Testing; Educational Attainment; Parent School Relationship; Outcomes of Education; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Mother; Mutter; Frühe Kindheit; Immigrant; Immigrantin; Immigranten; Hispanoamerikaner; Kindererziehung; Hypothesenprüfung; Hypothesentest; Bildungsabschluss; Bildungsgut; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lernleistung; Schulerfolg
Abstract	This study examined the potential for educational investments in Mexican immigrant mothers to enhance their management of their children's pathways through the educational system in the United States, which often disadvantages them. We tested this hypothesis with data on 816 Mexican immigrant women and their children from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). The results suggest that mothers who pursued their own schooling over a 4-year period, regardless of whether they obtained a degree, increased their engagement with their children's schools during that same period. The results appear to be robust to a wide range of factors that select women into continuing education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10