Home-Based Parent Involvement, Parental Warmth, and Kindergarten Outcomes Among Children of Immigrant Parents

Research Findings: Immigrant families who represent a growing share of the early schooling population face unique challenges related to involvement in their children's education. This study examined whether and to what extent home-based parent involvement and parental warmth are associated with...

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Bibliographic Details
Published inEarly education and development Vol. 35; no. 2; pp. 343 - 367
Main Authors Kim, Jin, Yu, Hae Min
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 17.02.2024
Taylor & Francis Ltd
Subjects
Cultural Differences
Educational Experience
Immigrants
Interpersonal Competence
Kindergarten
Longitudinal Studies
Migrant Children
Mothers
Parent participation
Parent School Relationship
Parenting Styles
Parents & parenting
School Effectiveness
Young Children
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Summary:Research Findings: Immigrant families who represent a growing share of the early schooling population face unique challenges related to involvement in their children's education. This study examined whether and to what extent home-based parent involvement and parental warmth are associated with the socio-emotional and academic outcomes of children of immigrant mothers during the kindergarten year - a critical and sensitive period for later school success. The study sample included 9,187 children from the base year of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11. Among the major findings, the study revealed that Hispanic and Asian immigrant parents, on average, were less frequently involved in home-based activities and reported less warmth than U.S.-born parents. Additionally, greater frequency of home-based parent involvement was associated with better interpersonal skills for both children of Hispanic immigrant mothers and children of Asian immigrant mothers, but home-based involvement was also positively associated with reading and math scores for children of Asian immigrant mothers. Moreover, the association between home-based involvement and socio-emotional outcomes was manifested broadly among poor children of immigrant mothers. Practice or Policy: The findings highlight the importance of understanding cultural differences in parent involvement and parenting styles to enhance immigrant children's educational experiences.
ISSN:1040-9289
1556-6935
DOI:10.1080/10409289.2022.2153003