2009/02/07 by Kristin Turney, Grace Kao
Psychology · Social Sciences · #Early Childhood Education and Development #Family and Disability Support Research #Parental Involvement in Education
paper · doi:10.3200/joer.102.4.257-271
openalex publication_date 2009/02/07 · crossref created 2009/02/07 · crossref issued 2009/05/01 · crossref published 2009/05/01 · crossref published-print 2009/05/01 · crossref deposited 2016/12/18 · openalex created_date 2025/10/10 · crossref indexed 2026/07/28 · openalex updated_date 2026/08/03
Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school. Minority immigrant parents, compared with native-born parents, reported more barriers to participation and were subsequently less likely to be involved at school. Among immigrant parents, time spent in the United States and English language ability were positively associated with involvement, but these associations differed by race. Barriers to involvement serve as another source of disadvantage for immigrant parents and their children.