Parental involvement as social capital: Differential effectiveness on science achievement, truancy, and dropping out

Using the concepts of cultural and social capital, I provide a theoretical framework for why there should be differential effects of parental involvement across cognitive (e.g., science achievement) and behavioral (e.g., truancy and dropping out) outcomes. Findings indicate that parental involvement is generally a salient factor;in explaining behavioral but not cognitive outcomes, with greatest support for parent-child discussion and involvement in parent-teacher organizations. Findings also indicate that specific dimensions of involvement have greater effects for more affluent and white students, providing empirical evidence to support Lareau's (1989) contention that the greater levels of cultural capital possessed by members of the upper class magnify parental involvement's effect for advantaged students. The theoretical framework and associated findings provide insight into the seemingly inconsistent findings revealed in much previous research on parent involvement and achievement.