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Parent Involvement and Views of School Success: The Role of Parents' Latino and White American Cultural Orientations

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Title: Parent Involvement and Views of School Success: The Role of Parents' Latino and White American Cultural Orientations
Language: English
Authors: Ryan, Carey S., Casas, Juan F., Kelly-Vance, Lisa
Source: Psychology in the Schools. Apr 2010 47(4):391-405.
Availability: John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Peer Reviewed: Y
Physical Description: PDF
Page Count: 15
Publication Date: 2010
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Parent Participation, Parent Role, Educational Practices, Interpersonal Relationship, Cultural Differences, Educational Change, Parent School Relationship, Whites, Ethnicity, Parent Attitudes, Cultural Background, Immersion Programs, Second Language Learning, Hispanic Americans, Minority Groups, Academic Achievement, Questionnaires, Outcomes of Education, Spanish, English (Second Language)
DOI: 10.1002/pits.20477
ISSN: 0033-3085
Abstract: We examined ethnicity and cultural orientation as predictors of parents' views of and involvement in children's education, using data gathered from the Latino (n = 74) and non-Latino (17 White and 13 ethnic minority) parents of children in an elementary school's dual-language program. Parents completed a questionnaire that assessed Latino and White American cultural orientations, importance of children's academic and social success, and self- and significant other involvement in children's education. Results indicated that Latino (and other ethnic minority) parents valued academic and social success equally and more strongly than did Whites and that Whites valued social success more strongly than academic success. Latinos also reported greater involvement of significant others. These differences were largely accounted for by cultural orientations. Educational practices that take into account differences in cultural orientations and the involvement of significant others thus seem more likely to improve academic outcomes than do efforts intended to promote the valuing of education. (Contains 4 tables and 7 footnotes.)
Abstractor: As Provided
Number of References: 44
Entry Date: 2010
Accession Number: EJ896139
Database: ERIC
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  Data: Parent Involvement and Views of School Success: The Role of Parents' Latino and White American Cultural Orientations
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  Data: We examined ethnicity and cultural orientation as predictors of parents' views of and involvement in children's education, using data gathered from the Latino (n = 74) and non-Latino (17 White and 13 ethnic minority) parents of children in an elementary school's dual-language program. Parents completed a questionnaire that assessed Latino and White American cultural orientations, importance of children's academic and social success, and self- and significant other involvement in children's education. Results indicated that Latino (and other ethnic minority) parents valued academic and social success equally and more strongly than did Whites and that Whites valued social success more strongly than academic success. Latinos also reported greater involvement of significant others. These differences were largely accounted for by cultural orientations. Educational practices that take into account differences in cultural orientations and the involvement of significant others thus seem more likely to improve academic outcomes than do efforts intended to promote the valuing of education. (Contains 4 tables and 7 footnotes.)
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        Value: 10.1002/pits.20477
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      – SubjectFull: Parent Participation
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      – SubjectFull: Educational Practices
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      – TitleFull: Parent Involvement and Views of School Success: The Role of Parents' Latino and White American Cultural Orientations
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