Literaturnachweis - Detailanzeige
| Autor/inn/en | Yan, Wenfan; Lin, Qiuyun |
|---|---|
| Titel | Parent Involvement and Mathematics Achievement: Contrast Across Racial and Ethnic Groups |
| Quelle | In: Journal of Educational Research, 99 (2005) 2, S.116 (12 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0671 |
| Schlagwörter | Parent Participation; Mathematics Achievement; Mathematics Instruction; Parent Student Relationship; Racial Differences; Outcomes of Education; Secondary School Mathematics; Secondary School Students; Mathematics Teachers; United States |
| Abstract | The purpose in this study was to illustrate the complexity of the focus on parent involvement as a strategy for enhancing school outcomes by empirically testing the predictive ability of three components of parent involvement on 12th graders' mathematics achievement by race and ethnicity. The authors used data from the NELS:88, which was based on a sample of 24,599 eighth-grade students and their parents and teachers. They used the longitudinal data extracted from the student and parent questionnaire in base-year, first follow-up, and second follow-up data, respectively. Complete information was available for 19,386 students on all variables. They included weights to correct for oversampling of policy-relevant strata, such as schools with disproportionate numbers of Asians and Hispanics. The means of mathematics scores showed that all racial and ethnic groups had a statistically significant gain in mathematics scores from 8th to 12th grade. Asian students had the highest mathematics achievement, and Caucasian students scored higher than did Hispanic and African American students. Compared with Caucasian students, Hispanic and African American students had lower 8th-and 12th-grade mathematics achievement. Findings indicate that parent involvement might be an effective means for Caucasian parents to promote their teenagers' mathematics achievement, particularly when these parents use the three family-obligation activities: (a) knowing teenagers' schoolwork and parents of teenagers' friends, (b) holding high parent educational expectations, and (c) enhancing parent--teenager relationships. (Contains 1 note.) (ERIC). |
| Anmerkungen | Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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