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| Autor/inn/en | Lee, Jung-Sook; Bowen, Natasha K. |
|---|---|
| Titel | Parent Involvement, Cultural Capital, and the Achievement Gap among Elementary School Children |
| Quelle | In: American Educational Research Journal, 43 (2006) 2, S.193-215 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-8312 |
| Schlagwörter | Parent Participation; Elementary School Students; Academic Achievement; Ethnicity; Socioeconomic Status; Race; Poverty; Educational Attainment; Statistical Analysis; Regression (Statistics); Family Characteristics; Social Capital; Correlation; Demography |
| Abstract | This study examined the level and impact of five types of parent involvement on elementary school children's academic achievement by race/ethnicity, poverty, and parent educational attainment. The sample comprised 415 third through fifth graders who completed the Elementary School Success Profile. Hypotheses from Bourdieu's theory of cultural capital were assessed with tests, chi-square statistics, and hierarchical regressions. Consistent with the theory, parents with different demographic characteristics exhibited different types of involvement, and the types of involvement exhibited by parents from dominant groups had the strongest association with achievement. However, contrary to theoretical expectations, members of dominant and nondominant groups benefited similarly from certain types of involvement and differently from others. Implications for research and practice are discussed. (Contains 3 tables and 1 figure.) (Author). |
| Anmerkungen | American Educational Research Association. 1230 17th Street NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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