Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

By Kristin Turney, Grace S Kao. 2009

642 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/93960f7b99151e10a11fcc2d1c71c252b3b6b2b1

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In Clinical Psychology

In Education

Citations in the corpus

‘Simply the best for my children’: patterns of parental involvement in education (2015, background): “…and measurement methods as well as to the socially and racially conditioned models of positive parental involvement, for example, preoccupations with the conceptions of white middle-class parents and teachers about what influences the child’s school performance and welfare (Turney & Kao, 2009).”
Operationalizing Culturally Responsive Instruction: Preliminary Findings of CRIOP Research (2016, background): “Many teachers attributed this challenge to communication barriers, which have been sighted in the literature as one of the obstacles to promoting parent involvement in schools for English learners (Peña, 2000; Turney & Kao, 2009).”
Parental involvement to parental engagement: a continuum (2014, background): “…particularly those from ethnic minorities or those facing economic challenge, find engagement with schools difficult, but still have a strong desire to be involved in their children's learning and educations (Cooper 2009; Crozier 2001; Crozier and Davies 2007; Kim 2009; Turney and Kao 2009).”
The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help With Homework (2015, background): “…that family background variables have a major influence on students’ achievement (McLoyd, 1998) and that family background variables are also associated with parents’ involvement (e.g., C. E. Cooper, Crosnoe, Suizzo, & Pituch, 2010; Englund, Luckner, Whaley, & Egeland, 2004; Turney & Kao, 2009).”
Educational inequality in South Korea: The widening socioeconomic gap in student achievement (2010, background): “Although evidence from South Korea is limited because of insufficient data, prior research conducted elsewhere has suggested that the immigrant status of an individual is another source of unequal achievement (Kao, 2004; Kao & Turney, 2009; see Zhou, 1997 for a literature review).”