Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families

Journal of Educational Psychology

Volumn 95, Issue 1, 2003, Pages 74-83

  Hill, Nancy E ^a   Craft, Stacie A ^a  

^a DUKE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0037340763     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.95.1.74     Document Type: Article

References (61)

1. Adams, G. R., Ryan, B. A., Ketsetzis, N., & Keating, L. (2000). Rule compliance and peer sociability: A study of family process, school-focused parent-child interactions, and children's classroom behavior. Journal of Family Psychology, 14, 237-250.
2. Agostin, R. M., & Bain, S. K. (1997). Predicting early school success with development and social skills screeners. Psychology in the Schools, 34, 219-228.
3. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
4. Allen, W. R. (1978). Search for applicable theories of Black family life. Journal of Marriage and the Family, 40, 117-129.
5. Ames, C., & Archer, J. (1987). Mothers' belief about the role of ability and effort in school learning. Journal of Educational Psychology, 79, 409-414.
6. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 52, 1173-1182.
7. Becker, H. J., & Epstein, J. L. (1982). Parent involvement: A study of teacher practices. Elementary School Journal, 83, 85-102.
8. Bryant, D. M., Clifford, R. M., & Peisner, E. S. (1991). Best practices for beginners: Developmental appropriateness in kindergarten. American Educational Research Journal, 28, 783-803.
9. Cauce, A. M., Coronado, N., & Watson, J. (1998). Conceptual, methodological, and statistical issues in culturally competent research. In M. Hernandez & M. R. Isaacs (Eds.), Promoting cultural competence in children's mental health services. Systems of care for children's mental health (pp. 305-329). Baltimore: Brookes.
10. Christenson, S. L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: An avenue to increase students' success. School Psychology Quarterly, 7, 178-206.
11. Conduct Problems Prevention Research Group. (1995). Parent-Teacher Involvement Questionnaire. Unpublished technical report, Duke University, Fast Track.
12. Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African-American youth: Context, self, action, and outcomes in school. Child Development, 65, 493-506.
13. Desimone, L. (1999). Linking parent involvement with student achievement: Do race and income matter? The Journal of Educational Research, 93, 11-30.
14. Eccles, J. S., & Harold, R. D. (1996). Parent-school involvement during the early adolescent years. Teachers College Record, 94, 568-587.
15. Entwisle, D. R., Alexander, K., Pallas, A., & Cadigan, D. (1987). The emergent academic self-image of first graders: Its response to social structure. Child Development, 58, 1190-1206.
16. Epstein, J. L. (1986). Parents' reactions to teacher practices of parent involvement. The Elementary School Journal, 86, 277-294.
17. Epstein, J. L. (1988). How do we improve programs for parent involvement? Educational Horizons, 66, 75-77.
18. Epstein, J. L. (1990). Single parents and the schools: Effects of marital status on parent and teacher interactions. In M. Hallinan (Ed.), Change In societal institutions (pp. 91-121). New York: Plenum.
19. Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701-712.
20. Fantuzzo, J. W., Davis, G. Y., & Ginsburg, M. D. (1995). Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement. Journal of Educational Psychology, 87, 272-281.
21. Feldt, L. S. (1969). A test of the hypothesis that Cronbach's alpha or Kuder-Richardson coefficient twenty is the same for two tests. Psychometrika, 34, 363-373.
22. Feldt, L. S., Woodruff, D. J., & Salih, F. A. (1987). Statistical inference for coefficient alpha. Applied Psychological Measurement, 11, 93-101.
23. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
24. Galloway, J., & Sheridan, S. M. (1994). Implementing scientific practices through case studies: Examples using home-school interventions and consultation. Journal of School Psychology, 32, 385-413.
25. Gesten, E. L. (1976). A health resources inventory: The development of a measure of the personal and social competence of primary-grade children. Journal of Consulting and Clinical Psychology, 44, 775-786.
26. Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86, 104-113.
27. Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. H. (1997). Predictors of parent involvement in children's schooling. Journal of Educational Psychology, 89, 538-548.
28. Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). The inner resources for school achievement: Motivational mediators of children's perceptions of their parents. Journal of Educational Psychology, 83, 508-517.
29. Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65, 237-252.
30. Harris, L. Kagey, M., & Ross, J. (1987). A child resource policy: Moving beyond dependence on school and family. Phi Delta Kappan, 68, 575-580.
31. Hill, N. E. (2001). Parenting and academic socialization as they relate to school readiness: The roles of ethnicity and family income. Journal of Educational Psychology, 93, 686-697.
32. Hill, N. E., Ramirez, C., Dumka, L. E. (in press). Early adolescents' career aspirations: A qualitative study of perceived barriers and family support among low income, ethnically diverse families. Journal of Family Issues.
33. Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Frendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children's education and school performance. American Journal of Community Psychology, 27, 817-839.
34. Jencks, C., & Phillips, M. (Ed.). (1998). The Black-White Test score gap. Washington, DC: Brookings Institution Press.
35. Jimerson, S., Egeland, B., & Teo, A. (1999). A longitudinal study of achievement trajectories: Factors associated with change. Journal of Educational Psychology, 91, 116-126.
36. Kohl, G. O., Lengua, L. J., McMahon, R. J., & the Conduct Problems Prevention Research Group. (2000). Parent involvement in school: Conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38, 501-523.
37. Kohn, M., & Rosman, B. L. (1974). Social-emotional, cognitive, and demographic determinants of poor school achievements: Implications for strategy intervention. Journal of Educational Psychology, 66, 267-276.
38. Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.
39. Lareau, A. (1996). Assessing parent involvement in schooling: A critical analysis. In A. Booth & J. F. Dunn (Eds.), Family school links: How do they affect educational outcomes (pp. 57-64). Mahwah, NJ: Erlbaum.
40. Luster, T., & McAdoo, H. P. (1996). Family and child influences on educational attainment: A secondary analysis of the High/Scope Perry Preschool data. Developmental Psychology, 32, 26-39.
41. Marcon, R. A. (1999). Positive relationships between parent school involvement and public school inner-city preschoolers' development and academic performance. School Psychology Review, 28, 395-412.
42. McAdoo, H. P. (1988). Black families (2nd ed.). Newbury Park, CA: Sage.
43. Moles, O. C. (1993). Collaboration between schools and disadvantaged parents: Obstacles and openings. In N. F. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 21-49). Albany: State University of New York Press.
44. Mueller, C. W., & Parcel, T. L. (1981). Measures of socioeconomic status: Alternatives and recommendations. Child Development, 52, 13-30.
45. Muller, C., & Kerbow, D. (1993). Parent involvement in the home, school, and community. In B. Schneider & J. S. Coleman (Eds.), Parents, their children, and schools (pp. 13-42). Boulder, CO: Westview Press.
46. Nurss, J. R., & McGauvran, M. E. (1995). Metropolitan Readiness Tests, Level 2 (6th ed.). San Antonio, TX: Harcourt Brace.
47. O'Neil, R., Welsh, M., Parke, R. D., Wang, S., & Strand, C. (1997). A longitudinal assessment of the academic correlates of early peer acceptance and rejection. Journal of Clinical Child Psychology, 26, 290-303.
48. Patterson, G. R. (1986). Performance models for antisocial boys. American Psychologist, 41, 432-444.
49. Pellegrini, A. D. (1992). Kindergarten children's social cognitive status as a predictor of first-grade success. Early Childhood Research Quarterly, 7, 565-577.
50. Perry, J. D., Guidabaldi, J., & Kehle, T. J. (1979). Kindergarten competencies as predictors of third-grade behavior and achievement. Journal of Educational Psychology, 71, 443-450.
51. Phinney, J. S., & Landin, J. (1998). Research paradigms for studying ethnic minority families within and across groups. In V. C. McLoyd & L. Steinberg (Eds.), Studying minority adolescents: Conceptual, methodological, and theoretical issues (pp. 89-110). Mahwah, NJ: Erlbaum.
52. Reynolds, A. J. (1991). Early schooling of children at risk. American Educational Research Journal, 28, 392-422.
53. Reynolds, A. J., Weissberg, R. P., & Kasprow, W. (1992). Predictions of early social and academic adjustment of children from the inner-city. American Journal of Community Psychology, 20, 599-624.
54. Roosa, M. W., Morgan-Lopez, A., Cree, W., & Specter, M. (2002). Ethnic culture, poverty, and context: Sources of influence on Latino families and children. In J. Contreras, A. Neal-Barnett, & K. Kerns (Eds.), Latino children and families in the United States: Current research and future directions (pp. 27-44). Westport, CT: Greenwood.
55. Sobel, M. E. (1981). Asymptotic confidence intervals for indirect effects in structural equation models. In S. Leinhart (Ed.), Sociological methodology (pp, 290-312). San Francisco: Jossey-Bass.
56. Stevenson, D. L., & Baker, D. P. (1987). The family-school relations and the child's school performance. Child Development, 58, 1348-1357.
57. Tangri, S., & Moles, O. (1987). Parents and the community. In V. Richardson-Koehler (Ed.), Educators' handbook: A research perspective (pp. 519-550). New York: Longman.
58. Thurston, L. P. (1989). Helping parents tutor their children: A success story. Academic Therapy, 24, 579-587.
59. Wehby, J. H., Dodge, K. A., Valente, E., Jr., & the Conduct Problems Prevention Research Group. (1993). School behavior of first-grade children identified as at-risk for development of conduct problems. Behavioral Disorders, 18, 67-78.
60. Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child Development, 62, 1066-1078.
61. Werthamer-Larsson, L., Kellam, S., & Wheeler, L. (1991). Effect of first-grade classroom environment on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19, 585-602.