Family Educational Involvement and Child Achievement in Early Elementary School for American-Born and Immigrant Families

Autor/inn/en	Sibley, Erin; Dearing, Eric
Titel	Family Educational Involvement and Child Achievement in Early Elementary School for American-Born and Immigrant Families
Quelle	In: Psychology in the Schools, 51 (2014) 8, S.814-831 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21784
Schlagwörter	Family Involvement; Academic Achievement; Immigrants; Elementary School Students; Primary Education; Reading Achievement; Mathematics Achievement; Grade 1; Grade 3; Correlation; Whites; African Americans; Asian Americans; Hispanic Americans; Racial Differences; Ethnicity + Suchen Sie Ihr Suchwort? Schulleistung; Immigrant; Immigrantin; Immigranten; Primarbereich; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Korrelation; White; Weißer; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanoamerikaner; Rassenunterschied; Ethnizität
Abstract	As the foreign-born population in the United States grows, the achievement of immigrant children is a pressing concern. We examined family educational involvement in early elementary school as a potential source of support for the academic success of children in immigrant families. Using a nationally representative sample, we examined rates of educational involvement at first and third grade, as well as associations between involvement and math and reading achievement at these times. With regard to rates, the domain of greatest difference between U.S.-born White parents and both U.S.-born and immigrant parents of color (Asian, Black, and Latino) was for school-based involvement. In addition, several variations in the associations between involvement and child achievement were evident across immigrant and race/ethnicity groups, with children in U.S.-born White, Black, and Asian families as well as children in Latino immigrant families most consistently demonstrating positive associations between family educational involvement and achievement. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10