The Multi-Faceted Effects of Gender in Parental Involvement: The Results of a Systematic Literature Review
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| Title: | The Multi-Faceted Effects of Gender in Parental Involvement: The Results of a Systematic Literature Review |
|---|---|
| Language: | English |
| Authors: | Emese Alter (ORCID |
| Source: | Review of Education. 2025 13(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 38 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | Parent Participation, Parent Child Relationship, Research Reports, Gender Differences, Databases, Kindergarten, Elementary Secondary Education, One Parent Family, Fathers, Mothers, Developing Nations, Developed Nations |
| DOI: | 10.1002/rev3.70091 |
| ISSN: | 2049-6613 |
| Abstract: | Parental involvement (PI) in a child's education, both at home and school, is a well-researched topic, but there is limited focus on gender differences in PI. The aim of this systematic literature review was to investigate how the gender of students, parents and teachers influences PI and student achievement. Eighty-five databases within the EBSCO Discovery Service were searched for studies that were published in English, focused on at least one form of PI, examined the gender of at least one actor (student, parent, or teacher), focused on K-12 education, and presented original empirical results. Following a quality assessment using the Mixed Methods Appraisal Tool, 43 studies were included, published from 1990 to 2024. The temporal, geographical and methodological characteristics of the studies were analysed, alongside thematic areas and the main findings. Findings revealed that most studies were from the global North, where mothers' involvement is typically higher, while in the global South, fathers' involvement tends to be greater. Single parenthood was associated with lower PI, although its impact on gender differences in achievement remains debated. Few studies examined teacher gender, and there was a significant lack of qualitative research on this topic, indicating areas for further investigation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481431 |
| Database: | ERIC |
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