Literaturnachweis - Detailanzeige
Autor/inn/en | Calzada, Esther J.; Huang, Keng-Yen; Hernandez, Miguel; Soriano, Erika; Acra, C. Francoise; Dawson-McClure, Spring; Kamboukos, Dimitra; Brotman, Laurie |
---|---|
Titel | Family and Teacher Characteristics as Predictors of Parent Involvement in Education during Early Childhood among Afro-Caribbean and Latino Immigrant Families |
Quelle | In: Urban Education, 50 (2015) 7, S.870-896 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0042-0859 |
DOI | 10.1177/0042085914534862 |
Schlagwörter | Teacher Characteristics; Family Characteristics; Predictor Variables; Family Involvement; Early Childhood Education; Hispanic Americans; Immigrants; Blacks; Socioeconomic Status; Economically Disadvantaged; Parent School Relationship; Parent Participation; Academic Achievement; Urban Schools; Cultural Influences; Parent Attitudes; Teacher Attitudes; Acculturation; Surveys; Statistical Analysis; New York Prädiktor; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hispanic; Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; Black person; Schwarzer; Socio-economic status; Sozioökonomischer Status; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Cultural influence; Kultureinfluss; Elternverhalten; Lehrerverhalten; Akkulturation; Survey; Umfrage; Befragung; Statistische Analyse |
Abstract | Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public schools. Socioeconomic disadvantage was associated with lower home-based involvement. Several factors were associated with higher involvement, including parents' connection to their culture of origin and to U.S. culture, engagement practices by teachers and parent--teacher ethnic consonance (for Latinos only). Findings have implications for promoting involvement among immigrant families of students in urban schools. (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: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |