Parental Involvement in Children's Education: Lessons from Three Immigrant Groups

By C. G. Garcia Coll, Daisuke Akiba, Natalia Palacios, Benjamin M. Bailey, R. Silver, L. DiMartino, Cindy Chin. 2002

237 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9f88af2a4d1655c00a066b7db218d9c363ee7fa1

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Citations in the corpus

The Significance of Relationships: Academic Engagement and Achievement among Newcomer Immigrant Youth (2009, background): “” Although it was clear from our interview data that the majority of immigrant parents were deeply concerned about their children’s education and supported them as best they could, many were challenged in their abilities to help their children with their schoolwork (García-Coll et al., 2002).”
Home‐based Parental Involvement in Young Children’s Education: Examining the effects of maternal education across U.S. ethnic groups (2007, background): “Parents from minority ethnic groups who have suffered discrimination may view higher education as a means to overcome barriers and achieve social mobility (Garcia Coll et al, 2002 ).”
Parental Expectations and Children's Academic Performance in Sociocultural Context (2010, background): “Due to limited English proficiency, financial constraints, and limited experience with the educational system in the USA, immigrant parents often find it difficult to communicate and work with their children, and experience a lower parental sense of efficacy in helping children's schooling (Cooper e”
Joining the Conversation about Educating Our Poorest Children: Emerging Leadership Roles for School Counselors in High-Poverty Schools (2007, background): “Garcia Coll, C., Akiba, D., Palacio, N., Bailey, B., Silver, R., DiMartino, L., et al. (2002).”
Parental involvement of immigrant parents: a meta-synthesis (2019, background): “At the same time Garcia Coll et al. (2002), Ladky and Stagg Peterson (2008) and Guo (2011) compared responses of immigrant parents from multiple countries (between three and 15).”
Defining family engagement among Latino Head Start parents: A mixed-methods measurement development study (2013, background): “Taken together with results from previous studies, the present findings suggest that low-income, Latino families are finding numerous ways to be involved in their young children’s education at home (García-Coll et al., 2002; López et al., 2000).”
School Influences on Parents' Role Beliefs (2013, background): “…for their children’s learning (Carrasquillo & London, 1993; DelgadoGaitan, 1992, 1996) but do not believe that parents should become directly engaged in their children’s learning for fear of disrespecting teachers (Garcia Coll et al., 2002; Holloway, Rambaud, Fuller, & Eggers-Pierola, 1995).”
Latino Parents' Motivations for Involvement in Their Children's Schooling: An Exploratory Study (2011, background): “…may present particular challenges for lower-income Latino families, as parents juggle job demands (or the demands of multiple jobs), extended family needs, and invitations or requests for involvement in their children’s education (Garcia Coll et al., 2002; Pena, 2000; Weiss et al., 2003).”
Why Do Parents Become Involved? Research Findings and Implications (2005, background): “…with homework particularly seems to decline as children’s subject matter moves closer to or supersedes parents’ knowledge (e.g., Adams & Christenson, 2000; Chen & Stevenson, 1989; Dauber & Epstein, 1993; Drummond & Stipek, 2004; Garcia Coll et al., 2002; Grolnick et al., 2000; Levin et al., 1997).”
Parent Involvement in Children’s Education (2009, background): “However, studies continue to find that Chinese immigrant families in the United States and Canada place a high value on education, self-discipline, hard work, respect for authority, reliance on social support from the extended family, and fulfillment of role-related family responsibilities (Chao & T”
Parents' Educational Involvement: A Developmental Ecology Perspective (2006, background): “The cultural rift and language difficulties experienced by immigrants have led them to prefer home-based to school-based involvement (Garcia Coll et al., 2002) and to develop distinct parental involvement practices.”