Viewing Generativity and Social Capital as Underlying Factors of Parent Involvement

Autor/inn/en	Stevens, Sharon; Patel, Nimisha
Titel	Viewing Generativity and Social Capital as Underlying Factors of Parent Involvement
Quelle	In: School Community Journal, 25 (2015) 1, S.157-174 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Parent Participation; Social Capital; Student Development; Social Development; Individual Development; Futures (of Society); Structural Equation Models; Parent School Relationship; Surveys; Factor Analysis; Developmental Stages; Grade 6; Grade 7; Grade 8; Urban Schools; Public Schools + Suchen Sie Ihr Suchwort? Elternmitwirkung; Sozialkapital; Soziale Entwicklung; Individuelle Entwicklung; Future; Society; Zukunft; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Survey; Umfrage; Befragung; Faktorenanalyse; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule
Abstract	Parent involvement in education is a multifaceted support that has many well-documented benefits for students of all ages. Parent involvement is also a common expression of generativity as defined in Erik Erikson's theory of psychosocial development. The activities parents engage in during their children's educational pursuits, as well as their behaviors that reflect generativity, correspond to, in total, the creation of social capital. This article uses structural equation modeling to illustrate the relationship between the characteristics of generativity and social capital as underlying factors of parent involvement. The parent involvement factors are measured using the "School and Family Partnership Survey" (Epstein & Salinas, 1993). The results suggest a three-factor model, in which generativity serves as one factor and in which social capital is distinguished into two factors: individual-level and community-level. At the individual level, social capital reflects interactions between two individuals such as the teacher and the parent. Community-level social capital addresses opportunities created by the school for parents to participate. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01