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Autor/inn/en | Freeman, Jennifer A.; Jacob Kirksey, J. |
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Titel | Linking IEP Status to Parental Involvement for High School Students of First-Generation and Native-Born Families |
Quelle | In: Exceptional Children, 89 (2023) 2, S.197-215 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Freeman, Jennifer A.) ORCID (Jacob Kirksey, J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0014-4029 |
DOI | 10.1177/00144029221108402 |
Schlagwörter | Individualized Education Programs; Parent Participation; High School Students; Immigrants; Students with Disabilities; Correlation; Socialization; Special Education; Family Characteristics; Student Characteristics; Institutional Characteristics; Parent School Relationship; High School Longitudinal Study of 2009 (NCES) Individualized education program; Individualisierendes Lernen; Elternmitwirkung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Disability; Disabilities; Behinderung; Korrelation; Socialisation; Sozialisation; Special needs education; Sonderpädagogik; Sonderschulwesen; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung |
Abstract | As educators and policymakers increasingly use parental involvement as a mechanism to increase student achievement, scholars know surprisingly little about the disparities in frequencies of parental involvement for first-generation immigrant compared to native-born parents as well as how involvement may differ for parents of students with Individualized Education Programs (IEPs). Using HSLS:2009, we compared parental involvement of first-generation immigrant parents and native-born parents of high school students with and without IEPs. Our descriptive results indicate that first-generation parents exhibit lower frequencies of school-based involvement compared to native-born parents. In our propensity score matching analysis, we found that IEP status is associated with an increase in school-based parental involvement for both first-generation immigrant and native-born families. We also found that IEP status was negatively associated with academic socialization for both first-generation immigrant and native-born families. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |