Literaturnachweis - Detailanzeige
Autor/inn/en | Turney, Kristin; Kao, Grace |
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Titel | Barriers to School Involvement: Are Immigrant Parents Disadvantaged? |
Quelle | In: Journal of Educational Research, 102 (2009) 4, S.257-271 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0671 |
Schlagwörter | Parent Participation; Parent School Relationship; Language Aptitude; Immigrants; Barriers; Racial Bias; Racial Differences; Comparative Analysis; Minority Groups; Acculturation; Limited English Speaking; Language Fluency; Correlation; Social Capital; Socioeconomic Status; Whites; African Americans; Asian Americans; Hispanic Americans; Academic Achievement; Interpersonal Competence; Individual Characteristics; Family Characteristics; United States; Early Childhood Longitudinal Survey Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sprachbegabung; Spracheignung; Immigrant; Immigrantin; Immigranten; Racial discrimination; Rassismus; Rassenunterschied; Ethnische Minderheit; Akkulturation; Language skill; Language skills; Sprachkompetenz; Korrelation; Sozialkapital; Socio-economic status; Sozioökonomischer Status; White; Weißer; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanoamerikaner; Schulleistung; Interpersonale Kompetenz; Personality characteristic; Personality traits; Persönlichkeitsmerkmal |
Abstract | Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school. Minority immigrant parents, compared with native-born parents, reported more barriers to participation and were subsequently less likely to be involved at school. Among immigrant parents, time spent in the United States and English language ability were positively associated with involvement, but these associations differed by race. Barriers to involvement serve as another source of disadvantage for immigrant parents and their children. (Contains 4 tables.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |