Longitudinal relations among school context, school-based parent involvement, and academic achievement of Chinese American children in immigrant families.

ABSTRACT: Immigrant families face multiple barriers to engaging with children's schools. Yet, school-based parent involvement has been associated with academic and behavioral benefits for children of immigrant families. Although past research has examined links between family contextual factors and parent involvement, less is known about the links between school contextual factors and parent involvement in immigrant families. Identifying socio-cultural barriers to parent involvement across home and school contexts can inform culturally competent family engagement interventions serving immigrant families. In a two-wave (1.5 years apart) longitudinal study of a community-based sample of Chinese American children (N = 210, beginning age = 5.8-9.1 years) attending over 80 schools in a metropolitan area,

SUBMITTER: Curtis K 

PROVIDER: S-EPMC8514050 | biostudies-literature | 2021 Oct

REPOSITORIES: biostudies-literature