Parent characteristics, economic stress, and neighborhood context as predictors of parent involvement in preschool children’s education
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Julia Mendez, Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: This study examines factors related to three dimensions of parent involvement in preschool: school-based involvement, home-based involvement, and the parent–teacher relationship. Participants were 154 predominantly African American parents recruited from two Head Start programs. Results of bivariate and canonical correlation analyses support the validity of a multi-dimensional, ecological conceptualization of parent involvement. Perceived context variables, including economic stress and neighborhood social disorder, related negatively to parent involvement. Parent characteristics, including sense of efficacy regarding education and level of education, related positively to parent involvement. Regression analyses detected different patterns of association between predictors and the three dimensions of parent involvement. Parent characteristics were associated with home involvement, while perceived context variables were predictive of the teacher–parent relationship. Implications of differential predictors for different domains of parent involvement and directions for future research and intervention with low-income families are discussed.
Parent characteristics, economic stress, and neighborhood context as predictors of parent involvement in preschool children’s education
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Created on 1/1/2007
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Additional Information
- Publication
- Journal of School Psychology, 45, 619-636
- Language: English
- Date: 2007
- Keywords
- Parent–school relationship, Project Head Start, Neighborhoods, Ecological factors, Parental attitudes, Preschool teachers