Parental Involvement in Children's Education: Lessons from Three Immigrant Groups
Parental Involvement in Children's Education: Lessons from Three Immigrant Groups
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DOI：
10.1207/s15327922par0203_05
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发表时间：
2002-01-01
影响因子：
2.2
通讯作者：
Chin, Cindy
中科院分区：
文献类型：
--
作者：
Coll, Cynthia Garcia;Akiba, Daisuke;Chin, Cindy
Objective.本研究探讨移民群体和个体差异群体内的父母报告参与他们的孩子的教育作为一个功能的社会人口和文化变量。设计来自三个不同移民群体----葡萄牙人、多米尼加人和柬埔寨人----的300多名父母在他们的孩子上二年级或五年级时接受了采访。结果语言舒适度和移民群体的成员资格是最常见的变量与群体差异的各个方面的父母参与。柬埔寨的父母表现出最低水平的家长参与的态度，与学校的接触，家庭为基础的控制儿童的行为，并提供物质支持的家庭作业的措施表示。人种学数据表明，不同形式的群体移徙、教育系统对群体的不同反应以及群体在文化价值观上的差异解释了上述结果。在葡萄牙和柬埔寨的群体，语言舒适度也是最常见的变量与父母的参与方面的个体差异。最后，父母参与的不同方面是相互之间的葡萄牙和柬埔寨的家庭高度相关，但不是这样的多米尼加人。结论.这些研究结果表明，在三个相当不同的移民群体的父母参与子女的教育过程中的相似性和差异。
Objective. This study explores immigrant group and individual differences within groups in parental reports of involvement in their children's education as a function of both sociodemographic and cultural variables. Design. Over 300 parents from three different immigrant groups - Portuguese, Dominican and Cambodian - were interviewed when their children were in either second or fifth grade. Results. Language comfort and immigrant group membership were the most frequent variables associated with group differences in the various aspects of parental involvement. Cambodian parents showed the lowest levels of parent involvement as expressed in measures of attitudes, contact with schools, home-based control over children's behavior, and provisions of material support for homework. Ethnographic data suggest that differing forms of group migration, the educational system's differing responses to the groups, and group differences in cultural values explain the above findings. Within the Portuguese and Cambodian groups, language comfort was also the variable most frequently associated with individual differences in the dimensions of parent's involvement. Finally, the different dimensions of parental involvement are highly correlated amongst each other within the Portuguese and Cambodian families, but not so for Dominicans. Conclusions. These findings suggest both similarities and differences in the processes of parental involvement in children's education across three quite different immigrant groups.