Home-Based Parental Involvement in Young Children’s Learning Across U.S. Ethnic Groups Cultural Models of Academic Socialization

Despite a growing body of research on school-based parental involvement, our knowledge of home-based involvement beliefs and practices, and how these vary across ethnic groups, remains limited. Our study addresses this gap by exploring how the meanings of educational achievement and parents’ roles i...

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Bibliographic Details
Published inJournal of family issues Vol. 35; no. 2; pp. 254 - 287
Main Authors Suizzo, Marie-Anne, Pahlke, Erin, Yarnell, Lisa, Chen, Kuan-Yi, Romero, Sylvia
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.01.2014
SAGE PUBLICATIONS, INC
Subjects
Academic Achievement
Belief & doubt
Beliefs
Children
Children & youth
Educational Attainment
Ethnic Groups
Europe
Hispanic Americans
Knowledge
Mexican Americans
Middle class
Minority & ethnic groups
Minority Groups
Mothers
Parent Participation
Parent Role
Parent School Relationship
Parents
Parents & parenting
Semi Structured Interviews
Socialization
Young Children
parent–child relations
racial and ethnic groups
academic achievement
mothers
socialization
parental involvement
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Summary:Despite a growing body of research on school-based parental involvement, our knowledge of home-based involvement beliefs and practices, and how these vary across ethnic groups, remains limited. Our study addresses this gap by exploring how the meanings of educational achievement and parents’ roles in young children’s learning vary across ethnic groups. The aim of this study was to construct a detailed picture of the landscape of parental home-based involvement with children and to gain a deeper understanding of the beliefs, meanings, and goals underlying parents’ interactions. Forty-one middle-class Mexican American, African American, and European American mothers participated in semistructured interviews about their goals and interactions with their children in the domain of education. We identified seven themes across the interviews and constructed two cultural models of parental academic socialization: determination with intervention, more typical of ethnic minority group mothers, and trust and laissez-faire, more common among European American mothers.
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ISSN:0192-513X
1552-5481
DOI:10.1177/0192513X12465730