Citation

Wong SW, Hughes JN. Sch. Psychol. Rev. 2006; 35(4): 645-662.

Affiliation

Texas A&M University.

Copyright

(Copyright © 2006, National Association of School Psychologists)

DOI

unavailable

PMID

18084632

PMCID

PMC2139999

Abstract

This study examined ethnic and language group differences on dimensions of parent-rated and teacher-rated parent involvement after adjusting for the influence of family socioeconomic factors. A total of 179 teachers and 481 parents provided information on parent school involvement for a sample of ethnically and linguistically diverse first-grade children attending one of three school districts in Texas. Four groups were examined: White, Black, Hispanic-English speaking, and Hispanic-Spanish speaking. Exploratory and confirmatory factor analysis supported four parent-reported involvement dimensions (positive perceptions about school, communication, parent-teacher shared responsibility, and parent school-based involvement) and three teacher-reported dimensions (alliance, general parent involvement, and teacher initiation of involvement). Data generally supported the hypothesized ethnic and language group differences in parent involvement and the moderating effect of dimension of parent involvement on group differences. Implications for school psychologists are discussed.

Language: en