Citation

Ho P, Cherng HS. Soc. Sci. Res. 2018; 74: 132-145.

Affiliation

New York University, Steinhardt School of Culture, Education, and Human Development, 246 Greene St. 309W, New York, NY 10003, United States. Electronic address: cherng@nyu.edu.

Copyright

(Copyright © 2018, Elsevier Publishing)

DOI

10.1016/j.ssresearch.2018.05.001

PMID

29961480

Abstract

While a large body of research has focused on increasing parental involvement in schools, less work has considered teacher perceptions of parental involvement. Teacher perceptions of parents are important because they influence teacher practices and relationships with students, with ensuing consequences for student outcomes. Prior research suggests that teacher perceptions of parents vary by children's family background, but empirical work comparing teacher perceptions of parental involvement across groups and the impact of such perceptions on different student outcomes is lacking. Using nationally representative data from the Education Longitudinal Study of 2002, we find that even after taking into account parents' self-reported involvement in their adolescent children's education, teachers are less likely to perceive that minority immigrant parents are as involved as native-born White parents. Patterns also differ for teachers of English and teachers of math in ways that are consistent with racial and ethnic stereotypes about academic ability. Further, teacher perceptions of parental involvement matter for student GPAs and teacher recommendations.

Copyright © 2018 Elsevier Inc. All rights reserved.

Language: en

Keywords

Immigrant families; Parental involvement; Racial and ethnic minority families; Student outcomes; Teacher perceptions