Latino Parents' Motivations for Involvement in Their Children's Schooling: An Exploratory Study | Zendy

Joan Walker | Zendy; Christa Ice | Zendy; Kathleen V. HooverDempsey | Zendy; Howard M. Sandler | Zendy

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Latino Parents' Motivations for Involvement in Their Children's Schooling: An Exploratory Study

Author(s) -

Joan Walker,

Christa Ice,

Kathleen V. HooverDempsey,

Howard M. Sandler

Publication year - 2011

Publication title -

the elementary school journal

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.905

H-Index - 77

eISSN - 1554-8279

pISSN - 0013-5984

DOI - 10.1086/657653

Subject(s) - psychology , context (archaeology) , general partnership , perception , exploratory research , developmental psychology , social psychology , sociology , paleontology , finance , neuroscience , anthropology , economics , biology

This study examines the ability of a theoretical model of the parental involvement process to predict Latino parents' involvement in their children's schooling. A sample of Latino parents (N = 147) of grade 1 through 6 children in a large urban public school district in the southeastern United States responded to surveys assessing model-based predictors of involvement (personal psychological beliefs, contextual motivators of involvement, perceived life-context variables), as well as levels of home- and school-based involvement. Home-based involvement was predicted by partnership-focused role construction (a personal psychological belief) and by specific invitations from the student (a contextual motivator of involvement). School-based involvement was predicted by specific invitations from the teacher (a contextual motivator) and by perceptions of time and energy for involvement (a life-context variable). Results are discussed with reference to research on Latino parents' involvement in children's schooling, as well as suggestions for school practices that may encourage parents' involvement.

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