Involvement, Engagement, and Community: Dimensions and Correlates of Parental Participation in a Majority-Minority Urban School District

被引：10

作者：

Brown, John C. ^{[1
]}

Graves, Erin M. ^{[3
]}

Burke, Mary A. ^{[2
]}

机构：

[1] Clark Univ, Econ, Worcester, MA 01610 USA

[2] Clark Univ, Worcester, MA 01610 USA

[3] Fed Reserve Bank Boston, Reg & Community Outreach Dept, Boston, MA 02210 USA

来源：

URBAN EDUCATION | 2022年 / 57卷 / 05期

关键词：

parental involvement; parental education; sense of community; social capital; Hispanic education; Latino education; elementary school; programs; social; Hispanic students; urban education; ACADEMIC-ACHIEVEMENT; LATINO; FAMILY; PARTNERSHIPS; PERCEPTIONS; MOTIVATIONS; KNOWLEDGE; EDUCATION; NETWORKS; BELIEFS;

D O I：

10.1177/0042085920902245

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines parental participation in children's schooling. Using a survey of parents of children attending a majority Hispanic school district, we employ exploratory factor analysis and determine that standard forms of participation align along two dimensions: Involvement and Engagement. Analysis reveals a third dimension: Parental Community. The data suggest that income but not educational attainment influence Involvement, whereas family circumstances correlate best with Engagement. Households with the closest proximity to a Spanish-language/immigrant culture feel the strongest sense of Parental Community. The findings may inform the design of programming to help involve parents more fully in their children's schooling.

引用

页码：899 / 934

页数：36

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