Family and Teacher Characteristics as Predictors of Parent Involvement in Education during Early Childhood among Afro-Caribbean and Latino Immigrant Families

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01