Parent involvement in school and Chinese American children's academic skills

被引:16
作者
Anicama, Catherine [1 ]
Zhou, Qing [1 ]
Ly, Jennifer [2 ]
机构
[1] Univ Calif Berkeley, Dept Psychol, 3210 Tolman Hall,1650, Berkeley, CA 94720 USA
[2] Univ Calif San Francisco, Dept Psychiat, San Francisco, CA USA
关键词
Academic skills; children of immigrant families; Chinese American; parent involvement; EUROPEAN-AMERICAN; ELEMENTARY-SCHOOL; TEACHER EXPECTATIONS; EARLY-CHILDHOOD; ACHIEVEMENT; EDUCATION; IMMIGRANTS; PREDICTORS; ADJUSTMENT; READINESS;
D O I
10.1080/00220671.2017.1323718
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The authors examined the concurrent associations of school-based parent involvement (PI), family sociocultural factors, and children's academic skills in a sample of 258 Chinese American children (5-9years old) in immigrant families. Parents reported their American and Chinese orientations and family socioeconomic status (SES). Parents and teachers rated parents' school-based involvement, and children's English reading and mathematics calculation skills were assessed with standardized tests. Results of path analysis indicated that, controlling for SES, parents' American orientation was positively associated with their self-reported PI. Although parent- and teacher-reported PI were positively correlated with each other, only teacher-reported PI was positively associated with children's English reading. These findings support the benefits of school-based PI for Chinese immigrant children's English reading achievement. Results also highlight the need to consider differences between teachers' and parents' perceptions of PI in developing culturally sensitive interventions to encourage immigrant parents' school involvement.
引用
收藏
页码:574 / 583
页数:10
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