Longitudinal relations among school context, school-based parent involvement, and academic achievement of Chinese American children in immigrant families.
Longitudinal relations among school context, school-based parent involvement, and academic achievement of Chinese American children in immigrant families.
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DOI：
10.1016/j.jsp.2021.07.002
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发表时间：
2021-10
影响因子：
5
通讯作者：
Zhou Q
中科院分区：
文献类型：
--
作者：
Curtis K;Anicama C;Zhou Q
移民家庭在与孩子上学方面面临多重障碍。然而，以学校为基础的家长参与与移民家庭儿童的学业和行为益处有关。虽然过去的研究已经检查了家庭环境因素和父母参与之间的联系，但对移民家庭中学校环境因素和父母参与之间的联系知之甚少。识别家庭和学校环境中父母参与的社会文化障碍，可以为移民家庭提供具有文化能力的家庭参与干预措施。在一项两波（间隔1.5年）的纵向研究中，我们采用家长和教师报告的方法，评估了以学校为基础的家长参与行为和家长参与相关的心理过程（即家长-教师关系质量、家长对学校的认可、教师对家长的看法），研究对象为在大城市80多所学校就读的美籍华人儿童（N = 210，年龄为5.8-9.1岁）。首先，校本父母涉入行为与父母涉入相关心理过程存在显著正相关（rs = 0.36 ~ 0.53）。其次，采用多层次模型检验第一波学校情境因素对所有四个家长参与构式的并行关系（控制家庭层面因素），并检验第一波家长参与对第二波儿童学业成绩的预期关系。学校学生主体多样性与校本家长参与（rs = - 0.18和- 0.17）、家长评价的亲子关系质量（r = - 0.18）和家长对学校的认可（r = - 0.36）呈负相关。亚洲学生在学校的集中度和全校成绩与教师对家长的看法呈负相关（rs = - 0.18和- 0.20）。然而，第一波的学校环境因素和基于学校的家长参与都不能独特地预测儿童在第二波的学业成绩。研究结果对理解和解决华裔美国移民家庭在其子女学校参与的障碍的意义进行了讨论。
Immigrant families face multiple barriers to engaging with children’s schools. Yet, school-based parent involvement has been associated with academic and behavioral benefits for children of immigrant families. Although past research has examined links between family contextual factors and parent involvement, less is known about the links between school contextual factors and parent involvement in immigrant families. Identifying socio-cultural barriers to parent involvement across home and school contexts can inform culturally competent family engagement interventions serving immigrant families. In a two-wave (1.5 years apart) longitudinal study of a community-based sample of Chinese American children (N = 210, beginning age = 5.8–9.1 years) attending over 80 schools in a metropolitan area, we assessed school-based parent involvement behaviors and parent involvement-related psychological processes (i.e., parent-teacher relationship quality, parents’ endorsement of schools, teachers’ perceptions of parents) using parent and teacher report. First, significant positive associations were found between school-based parent involvement behaviors and parent involvement-related psychological processes (rs = 0.36 – 0.53). Next, multi-level modeling was conducted to test concurrent relations of Wave 1 school contextual factors to all four parent involvement constructs (controlling for family-level factors), as well as testing the prospective relations of parent involvement at Wave 1 to children’s academic achievement at Wave 2. Student body diversity of schools was negatively associated with school-based parent involvement (rs = −0.18 and −0.17), parent-rated parent-teacher relationship quality (r = −0.18), and parents’ endorsement of schools (r = −0.36). The concentration of Asian students at schools and schoolwide achievement were negatively associated with teachers’ perceptions of parents (rs = −0.18 and −0.20). However, neither school contextual factors nor school-based parent involvement at Wave 1 uniquely predicted children’s academic achievement at Wave 2. Implications of findings for understanding and addressing barriers to engaging Chinese American immigrant families in their children’s schools are discussed.
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