Effects of Parental Involvement on Academics

A child needs their parents to be involved in their educational experience to support social emotional growth and academic growth during the developmental years of their life. It is no surprise that there are many issues that come from little parental involvement. In order to have the optimal parental involvement, educators must encourage involvement through a variety of ways based on the needs to the families in their classroom. Districts must have set plans, support, and encouragement for staff in place to ensure this goal is being met

To Be Black, Caribbean, and American: Social Connectedness As a Mediator to Racial and Ethnic Socialization and Well-Being Among Afro-Caribbean American Emerging Adults

Racial and ethnic socialization are integral to the functioning and parenting process in ethnic minorities’ families (Brown & Krishnakumar, 2007; Hughes, Rodriguez, Smith, Johnson, Stevenson, & Spicer, 2006). Unfortunately, there is no scholarly consensus with respect to definitions and operations for racial and ethnic socialization which then evidences several conceptual and methodological shortcomings in racial and ethnic socialization research (Brown, 2004). Furthermore, very little empirical research has used these findings in relation to the socialization processes of first- and second-generation Afro-Caribbean emerging adults. The purpose of this study was to test the roles of both racial socialization and ethnic socialization in promoting social connectedness (i.e., mainstream, racial community, ethnic community) and the relationship of social connectedness (i.e., mainstream, racial community, ethnic community) and subjective well-being of 307 Afro-Caribbean emerging adults. This research study tested an exploratory model that examined the potential mediating effects of social connectedness (i.e., mainstream, racial community, ethnic community) between racial and ethnic socialization and the outcome subjective well-being among first- and second-generation Afro-Caribbean emerging adult immigrants. Path analysis results revealed that the partially mediated for racial socialization, but fully mediated for ethnic socialization model resulted in being the best fitting model. The indirect effects of ethnic socialization on subjective well-being through social connectedness in mainstream society and ethnic community were statistically significant and also the indirect effect of racial socialization on subjective well-being through social connectedness in mainstream society was statistically significant. Research and practical implications for researchers, clinicians, and preventionists are considered, limitations and future directions for research are discussed

Dismantling the Dichotomy: Latinx Identity and Assimilation in Early Childhood Education

An increasing number of children in early childhood education (ECE) are Latinx. Drawing on ethnic identity, culture, and language, this thesis describes the dichotomy between adherences to one’s ethnic identity and assimilation into the dominant societal culture. This paper describes how assimilation harms students and provokes negative implications such as identity loss, confusion, and loss of cultural ties. Dismantling the dichotomy is possible through the power of language, culture, and strengthening teacher-parent relationships

Bahamian Fathers' Involvement with Their Child’s Schooling: To What Extent does Family Structure Matter?

This study examined characteristics of Bahamian fathers’ involvement with schooling using data from a comprehensive study on parent involvement within one Bahamian community. We triangulated data from parent survey (N = 91 males, N = 278 females) and community interview data (N = 33 community members) to compare fathers to mothers, examine whether fathers living in the same home as their child had an impact on their involvement with schooling, and pinpoint beliefs regarding family structure and gender norms. Chi-square analyses demonstrate that Bahamian fathers engaged with schools in very similar ways to mothers on over half the involvement indicators, with slight differences on the remaining indicators. Mean difference analyses of factor scores showed slight differences between mothers and fathers on academic involvement and more pronounced differences on involvement concerning basic needs. Interestingly, despite beliefs about family structure voiced by some participants, living in the same home as their child did not play a role in fathers’ involvement. We discuss our findings within the social context of The Bahamas, raise questions about the real impact of family structure on involvement, and call for more exploration on the impact of class and socioeconomic status on involvement with schools

HOME LITERACY: Suatu Kajian Dalam Teori Ekologi

HOME LITERACY: SUATU KAJIAN DALAM TEORI EKOLOGI Nita Anggi Purnama ABSTRAK Topik mengenai home literacy jarang ditemukan di Indonesia, hal tersebut terlihat dari jarang ditemukannya penelitian-penelitian atau artikel mengenai home literacy. Home literacy merujuk pada kegiatan yang dilakukan di rumah berupa kegiatan literasi. Pelaksanaan penelitian ini bertujuan untuk menjelaskan peran home literacy jika dilihat dari teori ekologi Bronfenbrenner yang didukung oleh beberapa tujuan lainnya yaitu menjelaskan pandangan, proses, faktor-faktor, dan hambatan dalam menerapkan home literacy. Metode penelitian yang digunakan adalah kualitatif khsusunya studi kasus dengan melibatkan 3 ibu dan 1 ayah di Tasikmalaya dan Bandung. Data diambil dengan wawancara semi terstruktur. Analisis data menggunakan grounded theory dengan membuat initial coding dan focused coding. Hasil penelitian ini menunjukkan keluarga memandang home literacy sebagai reading self-concept yaitu literasi sebagai pendidikan turun-temurun, momen kebersamaan, bentuk kepedulian dan tren. Home literacy dibentuk dengan menggunakan BAGS (Books and Good Stuff) yaitu perpustakaan keluarga, istana buku, rumah umi, dan ruang baca Ada beberapa faktor yang mempengaruhi terbentuknya home literacy yaitu parental beliefs yang terdiri dari menyisihkan budget, mengurangi timezone, program 18-21, dan perubahan furnitutre serta parental involvement yang terdiri dari kapasitas orang tua, dukungan antar keluarga, dan peer teaching. Namun dalam proses terbentuknya home literacy bukan tanpa tantangan, ada beberapa hambatan yang dirasakan oleh orang tua yaitu limitation, perpective dan language gaps. Sehingga home literacy memiliki peran sebagai motivasi atau literacy as motivation yang memberikan dorongan kepada anak dengan membentuk kebiasaan membaca. Kata Kunci: home literacy, teori ekologi Bronfenbrenner, membaca anak usia dini HOME LITERACY: A STUDY OF ECOLOGICAL THEORY Nita Anggi Purnama ABSTRACT The topic of home literacy is rarely found in Indonesia since the related studies or articles on home literacy are very limited in numbers. Home literacy refers to activities carried out at home in the form of literacy activities. This study aims to explain the role of home literacy based on the Bronfenbrenner ecological theory. It also contains other objectives. They are, among others, to explain the views, the processes, the factors, and the obstacles of home literacy implementation. The study employed a qualitative case study involving three mothers and a father in Tasikmalaya and Bandung. The data was collected through a semi-structured interview. The data was analyzed based on grounded theory by making initial coding and focused coding. The results of the study indicated that the families viewed home literacy as reading self-concept, namely literacy as hereditary education, moments of togetherness, and forms of caring and trends. Home literacy was formed by using BAGS (Books and Good Stuff), which were family library, book palace, public house, and reading room. Several factors influence the formation of home literacy. They are, among others, parental beliefs consisting of setting aside a budget, reducing time zone, 18-21 program, and furniture changes; and parental involvement consisting of parental capacity, inter-family support, and peer teaching. However, in the process, home literacy faced challenges. There were some obstacles that are felt by parents, namely limitation, perspective, and language gaps. Therefore, home literacy as motivation gave encouragement to children by forming reading habits. Keywords: home literacy, Bronfenbrenner theory of ecology, reading for early childhood ag

ECOLOGICAL DETERMINANTS OF PARENTING PRACTICES AMONG LATIN AMERICAN AND CARIBBEAN MOTHERS OF ADOLESCENTS: FINDINGS FROM THE NEW IMMIGRANT SURVEY

Latin American and Caribbean immigrants are the fastest growing immigrants in the United States. Prior studies suggest that Latin American and Caribbean immigrant families in the U.S. face a number of risk factors including poverty, linguistic barriers, and mental health problems. Growing concern exists about the factors affecting the development of Latino and Caribbean immigrant adolescents. Moreover, a separate literature indicates that new immigrant Latin American and Caribbean families may face particular challenges in parenting their children within a new environment. Few studies include Latina and Caribbean mothers of adolescents; or examine the influence of various contextual factors on the parenting behavior of new immigrants. This study addresses these limitations through the use of a cultural-ecological framework to explore the relationship between three selected ecological factors and parenting practices of Latina and Caribbean immigrant mothers of early and late adolescents. Data are drawn from a subset of 415 Latina and Caribbean mothers of an adolescent child age 10 to 17 in the New Immigrant Survey (NIS-2003). Multiple linear regression analyses were conducted to examine hypothesized models testing the relationship between maternal acculturation, extended-family coresidence, and religious involvement and parenting practices. After controlling for demographic characteristics, the findings revealed that one measure of maternal acculturation, years of U.S. residence, was related to lower use of cognitive stimulating activities and strict punishment discipline, as well as less parental school involvement. A second measure of maternal acculturation, English proficiency, was associated with lower use of cognitive stimulating activities, but greater parental school involvement. Greater maternal religious involvement was related to less emotional support, less parental school involvement, and more cognitive stimulation. All three ecological factors were unrelated to positive control discipline. The findings also revealed differences among adjustee mothers and new-arrival mothers. Implications for research and culturally appropriate interventions for Latin American and Caribbean families and their children are discussed

Lack of Parental Involvement of Not Reading All Communication with Kindergarten Students Using the Communication Log of the Avid College Readiness Binder

The problem is that the parents of my Kindergarten students are not reading the communication that is being sent home in AVID Binders.  This results in students not completing some assignments and/or missing out in some activities due to their parents or families not being aware of these and therefore not prompting their child to complete the assignments, bring the needed items or permission slips back to school. The problem appears to be a lack of parental involvement.  However, we do not know that this is intentional, but perhaps a lack of awareness or even the lack of English language proficiency of our parents and families. With a maximum of 22 students, routinely only a handful of parents will check Avid notebooks for the school and the class calendars, the list of special events, and the class newsletter.  Parents have approached the teachers with the statement that they would be more involved “If I had only known…”.  I am contending that if parents would regularly check their students’ AVID Binder for communication from teachers and the school, their level of involvement and the knowledge of activities within the school and classroom will rise

Chasing the white whale: Capturing the relation between parent educational involvement and student socioemotional difficulties over time

Early childhood socioemotional difficulties are of increasing concern due to their impact on later functioning, particularly in the academic environment. A large body of research highlights the relation between parent educational involvement and student academic success, such that more involvement is associated with better grades, retention, and graduation. It is praised as a protective factor for those students at risk for poor outcomes. An under-researched area of the parent educational involvement literature is the construct’s relation to student socioemotional functioning, which also affects success in the academic environment and predicts long term functioning. This study seeks to longitudinally investigate these associations, evaluating parent educational involvement as a predictor of later child socioemotional difficulties, and socioemotional difficulties as a predictor of later parent educational involvement. Participants were low-income, predominantly Latinx preschoolers (n =69) and their primary caregivers. Regression analyses revealed a significant negative association between baseline home-school conferencing and later child difficulties (ß = -.20, p \u3c.05), after controlling for child age and gender, and initial socioemotional functioning. Additionally, child socioemotional difficulties predicted later home-based involvement (ß = .23, p \u3c.05), after controlling for initial levels of parent educational involvement and marital status. Results suggest promoting positive home-school communication may curb later socioemotional concerns. In addition, findings highlight child functioning influences parent educational involvement, and socioemotional problems may act as an invitation for parents to increase their educational involvement at home. Cultural considerations and the implications for research and policy are discussed