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Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families

机译：非洲加勒比海和拉丁美洲移民家庭中家庭和教师的特征是父母在幼儿期参与教育的预测指标

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Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public schools. Socioeconomic disadvantage was associated with lower home-based involvement. Several factors were associated with higher involvement, including parents’ connection to their culture of origin and to U.S. culture, engagement practices by teachers and parent–teacher ethnic consonance (for Latinos only). Findings have implications for promoting involvement among immigrant families of students in urban schools.
机译：父母的参与是学习成绩的有力预测指标，但对移民家庭中基于学校和家庭的参与知之甚少。根据生态理论，本研究研究了上下文特征，作为城市公立学校中青年学生的非裔加勒比和拉丁美洲裔父母家长参与程度的预测指标。社会经济劣势与较低的家庭参与度有关。更高的参与度与几个因素有关，包括父母与其原籍文化和美国文化的联系，教师的交往习惯以及父母与老师的种族共鸣（仅针对拉丁裔）。研究结果对促进城市学校学生的移民家庭参与具有重要意义。

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