Parent Involvement and Mathematics Achievement: Contrast Across Racial and Ethnic Groups

Journal of Educational Research

Volumn 99, Issue 2, 2005, Pages 116-127

  Yan, Wenfan ^a   Lin, Qiuyun ^b  

^a INDIANA UNIVERSITY OF PENNSYLVANIA   (United States)

^b Department of Psychology and Social Sciences at Mount Aloysius College in Cresson   (United States)

Author keywords

Adolescent mathematics achievement; Parent involvement; Race and ethnicity; Social capital

Indexed keywords

EID: 29044449627     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.3200/JOER.99.2.116     Document Type: Article

References (87)

1. Bandura, A. (1977). Self-efficacy: The exercise of control. New York: W H. Freeman.
2. Bourdieu, P. (1993). Sociology in question. New York: Sage.
3. Carbonaro, W. J. (1999). Opening the debate on closure and school outcomes: Comment on Morgan and Sorensen. American Sociological Review, 64, 687-693.
4. Casanova, U. (1996). Parent involvement: A call for prudence. Educational Researcher, 25, 30-32, 46.
5. Chavkin, N. F., & Williams, D. L. (1993). Minority parents and the elementary school: Attitudes and practices. In N. F. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 73-119). Albany: SUNY Press.
6. Chen, C., & Stevenson, H. W (1995). Motivation and mathematics achievement: A comparative study of Asian-American, Caucasian-American and East Asian high school students. Child Development, 66, 1215-1234.
7. 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.
8. Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95-120.
9. Coleman, J. S. (1990). Foundations of social theory. Cambridge, MA: Harvard University Press.
10. Coleman, J. S. (1992). Some points on choice in education. Sociology of Education, 65, 260-262.
11. Coleman, J. S. (1997). Family, school and social capital. In L. J. Saha (Ed.), International encyclopedia of the sociology of education (pp. 623-625). Oxford, England: Pergamon.
12. Coleman, J. S., & Hoffer, T (1987). Public and private schools: The impact of communities. New York: Basic Books.
13. Croninger, R. G., & Lee, V. E. (2001). Social capital and dropping out of high school: Benefits to at-risk student of teachers’ support and guidance. Teachers College Record, 103, 548-581.
14. Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113, 487-496.
15. de Carvalho, M. E. P. (2001). Rethinking family-school relations: A critique of parental involvement in schooling. Mahwah, NJ: Erlbaum.
16. Desimone, L. (1999). Linking parent involvement with student achievement: Do race and income matter? The Journal of Educational Research, 93, 11-31.
17. Dika, S. L., & Singh, K. (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72, 31-60.
18. Eccles, J. S., & Harold, R. D. (1996). Family involvement in children’s and adolescents’ schooling. In A. Booth & J. F. Dunn (Eds.), Family school links: How do they affect educational outcomes? (pp. 3-34). Mah-wah, NJ: Erlbaum.
19. Ensminger, M. E., & Slusarcick, A. L. (1992). Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education, 65, 95-113.
20. Epstein, J. (1991). Effects on student achievement of teachers’ practices of parent involvement. Advances in Reading/Language Research, 5, 261-276.
21. Epstein, J. (1992). School and family partnerships. In M. C. Alkin (Ed.), Encyclopedia of educational research (6th ed., pp. 1139-151). New York: Macmillan.
22. Epstein, J. L. (1996). Federal education legislation: Implications for school, family, and community connections. In K. M. Borman, P. W. Cookson, Jr., A. R. Sadovnik, & J. Z. Spade (Eds.), School dropouts: Patterns and policies (pp. 89-105). New York: Teachers College Press.
23. Fehemann, P. G., Keith, T. Z., & Reimers, T. M. (1987). Home influences on school learning: Direct and indirect effects of parental involvement on high school grades. The Journal of Educational Research, 80, 330-337.
24. Feuerstein, A. (2000). School characteristics and parent involvement: Influences on participation in children’s schools. The Journal of Educational Research, 94, 29-39.
25. Goyette, K., & Xie, Y. (1999). Educational expectations of Asian American youths: Determinants and ethnic differences. Sociology of Education, 72, 22-36.
26. Hallinan, M. T., & Kubitschek, W K. (1999). Conceptualizing and measuring school social networks: Comment on Morgan and Sorensen. American Sociological Review, 64, 687-693.
27. Hanson, S. L. (1994). Lost talent: Unrealized educational aspirations and expectations among U.S. youths. Sociology of Education, 67, 159-183.
28. Hao, L., & Bonstead-Bruns, M. (1998). Parents’ extrafamilial resources and children’s school attainment. Sociology of Education, 71, 175-198.
29. Hedges, J. P., & Nowell, A. (1999). Changes in the Black-White gap in test scores. Sociology of Education, 72, 111-135.
30. Henderson, A. T., Marburger, C. L., & Ooms, T (1986). Beyond the bake sale: An educator’s guide to working with parents. Columbia, MD: The National Committee for Citizens in Education.
31. Henry, M. (1996). Parent-school collaboration: Feminist organizational structures and school leadership. Albany: State University of New York Press.
32. Heystek, J. (2003). Parents as governors and partners in schools. Education and Urban Society, 35, 328-375.
33. Hoover-Dempsey, K. V., Bassler, O. C., & Burrow, R. (1987). Parent involvement: Contributions of teacher efficacy, school socioeconomic status, and other school characteristics. American Educational Research Journal, 24, 417-425.
34. Hoover-Dempsey, K. V., Bassler, O. C, & Burrow, R. (1995). Parents’ reported involvement in students’ homework: Strategies and practices. The Elementary School Journal, 95, 435-450.
35. Hurh, W M., & Kim, K. C. (1989). The “success” image of Asian Americans: Its validity, and its practical and theoretical implications. Ethnic and Racial Studies, 12, 512-538.
36. Ingels, S. J., Abraham, S. Y., Rasinski, K. A., Karr, R., Spencer, B. D., & Frankel, M. R. (1990). National Education Longitudinal Study of 1988, base year: Parent components data file user’s manual. Washington, DC: National Center for Education Statistics.
37. Jeynes, W. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35, 202-223.
38. Kao, G. (1995). Asian Americans as model minorities? A look at their academic performance. American Journal of Education, 103, 121-159.
39. Keith, P. B., & Lichtman, M. (1992, April). Testing the influences of parental involvement on Mexican-American eighth grade students' academic achieve-ment: A structural equations analysis. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
40. Klimes-Dougan, B., Lopez, J. A., Nelson, P., & Adelman, H. S. (1992). Two studies of low-income parents’ involvement in schooling. The Urban Review, 24, 185-202.
41. Lareau, A. (2001). Linking Bourdieu’s concept of capital to the broader field: The case of family-school relationships. In B. J. Biddle (Ed.), Social class, poverty, and education: Policy and practice (pp. 77-100). New York: Routledge Falmer.
42. Lareau, A., & Horvat, E. M. (1999). Moments of social inclusion and exclusion: Race, class, and cultural capital in family-school relationships. Sociology of Education, 72(1), 37-53.
43. Lee, S. (1993). Family structure effects on student outcomes. In B. Schneider & J. S. Coleman (Eds.), Parents, their children, and schools (pp. 43-75). Boulder, CO: Westview Press.
44. Lopez, A., & Cole, C. L. (1999). Effects of a parent-implemented intervention on the academic readiness skills of five Puerto Rican kindergarten students in an urban school. School Psychology Review, 28, 439-477.
45. Lopez, G. R., Scribner, J. D., & Mahitivanichcha, K. (2001). Redefining parental involvement: Lessons from high-performing migrant-impacted schools. American Educational Research Journal, 38, 253-288.
46. Ma, X. (1997). Dropping out of advanced mathematics: The effects of parental involvement. Teachers College Record, 98, 61-80.
47. Mau, W. (1997). Parental influences on the high school students’ academic achievement: A comparison of Asian immigrants, Asian Americans, and White Americans. Psychology in the Schools, 34, 267-277.
48. McNeal, R. B., Jr. (1999). Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out. Social Forces, 78, 117-144.
49. Mickelson, R. (1990). The attitude-achievement paradox among black adolescents. Sociology of Education, 63, 44-61.
50. 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. 21-52). Albany: SUNY Press.
51. Moll, L. C. (1992). Bilingual classroom studies and community analysis: Some recent trends. Educational Researcher, 20, 20-24.
52. Morgan, S. L., & Sorensen, A. B. (1999). Parental networks, social closure, and mathematics learning: A test of Coleman’s social capital. American Sociological Review, 64, 682-686.
53. Muller, C. (1993). Parent involvement and academic achievement: An analysis of family resources available to the child. In B. Schneider & J. S. Coleman (Eds.), Parents, their children, and schools (pp. 77-114). Boulder, CO: Westview Press.
54. Muller, C. (1995). Maternal employment, parent involvement, and mathematics achievement among adolescents. Journal of Marriage & the Family, 57(1), 12-23.
55. Muller, C. (1998). Gender differences in parental involvement and adolescents’ mathematics achievement. Sociology of Education, 71, 336-385.
56. Orellana, M. J. (2001). The work kids do: Mexican and Central American immigrant children’s contributions to household and schools in California. Harvard Educational Review, 71, 366-389.
57. Paratore, J. R., & Hindin, A. (1999). Discourse between teachers and Latino parents during conferences based on home literacy portfolios. Education & Urban Society, 32, 58-83.
58. Parcel, R. L., & Dufur, M. J. (2001). Capital at home and at school: Effects on student achievement. Social Forces, 79, 881-912.
59. Pena, D. (2000). Parent involvement: Influencing factors and implications. The Journal of Educational Research, 94, 42-53.
60. Phillips, L. (1992, April). Parent involvement: Relationships of expectations, goals, and activities to student achievement among minority, socioeconomic, and gender groups. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
61. Pong, S. L. (1997). Family structure, school context, and eighth-grade math and reading achievement. Journal of Marriage & the Family, 59, 734-747.
62. Raffaele, L. M., & Knoff, H. M. (1999). Improving home-school collaboration with disadvantaged families: Organizational principles, perspectives and approaches. School Psychology Review, 28, 448-486.
63. Ritter, P. L., Mont-Reynaud, R., & Dornbusch, S. M. (1993). Minority parents and their youth: Concern, encouragement, and support for school achievement. In N. F. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 107-119). Albany: SUNY Press.
64. Rodgrïguez-Brown, F. V., Li, R. F., & Albom, J. B. (1999). Hispanic parents’ awareness and use of literacy-rich environments at home and in the community. Education and Urban Society, 32, 41-58.
65. Rosado, L. A., & Aaron, E. B. (1991). Parental involvement: Addressing the educational needs of Hispanic inner-city parents. The Journal of Educational Issues of Language Minority Students, 8, 23-29.
66. Sanders, M. (1997). Overcoming obstacles: Academic achievement as a response to racism and discrimination. Journal of Negro Education, 66(1), 83-93.
67. Schneider, B., & Coleman, J. S. (Eds.). (1993). Parents, their children, and schools. San Francisco: Westview Press.
68. Schneider, B., & Lee, Y. (1990). A model for academic success: The school and home environment of East Asian students. Anthropology & Education Quarterly, 21, 358-377.
69. Scott-Jones, D. (1995). Parent-child interactions and school achievement. In Ryan et al. (Eds.), The family-school connections: Theory, research and practice (pp.75-107). Thousand Oaks, CA: Sage.
70. Sheldon, S. B. (2003). Linking school-family-community partnerships in urban elementary schools to student achievement on state tests. Urban Review, 35, 149-158.
71. Singh, K., Bickley, P. G., Trivette, P., Keith, T. Z., Keith, P., & Anderson, E. (1995). The effects of four components of parental involvement on eighth-grade student achievement: Structural analysis of NELS:88 data. School Psychology Review, 24, 299-317.
72. Smrekar, C. (1996). The impact of school choice and community: In the interest of families and schools. Albany: State University of New York Press.
73. Stanton-Salazar, R. D. (1997). A social capital framework for understanding the socialization of racial minority children and youths. Harvard Educational Review, 67(1), 1-40.
74. Stanton-Salazar, R. D. (2001). Manufacturing hope and despair: The school and kin support networks of U.S.-Mexican youth. New York: Teachers College Press.
75. Steinberg, L., Dombusch, S. M., & Brown, B. B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47, 723-729.
76. Stevenson, D. L., & Baker, D. P. (1987). The family-school relation and the child’s school performance. Child Development, 58, 1348-1357.
77. Stevenson, H. W., Chen, C., & Lee, S. Y. (1993). Mathematics achievement of Chinese, Japanese, and American children: Ten years later. Science, 259, 53-58.
78. Stevenson, H. W., Chen, C., & Uttal, D. H. (1990). Beliefs and achievement: A study of black, white, and Hispanic children. Child Development, 61, 508-523.
79. Sui-Chu, E. H., & Willms, J. D. (1996). Effects of parent involvement on eighth-grade achievement. Sociology of Education, 69, 126-141.
80. Trusty, J. (1996). Relationship of parental involvement in teenagers’ career development to teenagers’ attitudes, perceptions, and behavior. Journal of Research and Development in Education, 30, 63-69.
81. Trusty, J. (1998). Family influences on educational expectations of late adolescents. The Journal of Educational Research, 91, 260-270.
82. Trusty, J. (2000). High educational expectations and low achievement: Stability of educational goals across adolescence. The Journal of Educational Research, 93, 356-365.
83. Trusty, J. (2002). African Americans’ educational expectations: Longitudinal causal models for women and men. Journal of Counseling & Development, 80, 332-345.
84. Trusty, J., & Harris, M. B. C. (1999). Lost talent: Predictors of the stability of educational expectations across adolescence. Journal of Adolescent Research, 14, 359-382.
85. Trusty, J., Plata, M., & Salazar, C., F. (2003). Modeling Mexican Americans’ educational expectations: Longitudinal effects of variables across adolescence. Journal of Adolescent Research, 18, 131-142.
86. Weiss, H. B., Mayer, E., Kreider, H., Vaughan, M., Dearing, E., Hencke, R., et al. (2003). Making it work: Low-income working mothers’ involvement in their children’s education. American Educational Research Journal, 40, 879-904.
87. Yan, W. (2000). Successful African American students: The role of parental involvement. Journal of Negro Education, 68(1), 5-21.