Low-Income Parents' Beliefs about Their Role in Children's Academic Learning

By K. Drummond, D. Stipek. The Elementary school journal, 2004

334 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a5d53fddf6ca5cc892cb522aa45db165071aa136

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Latino Parent Involvement and School Success (2012, background): “…always observed, research indicates that Latinos place great emphasis on their children’s educations and that they care deeply about their children’s academic progress and school success (Behnke et al., 2004; De Gaetano, 2007; Drummond & Stipek, 2004; Martinez et al., 2004; Valencia & Black, 2002).”
Involving Latino Parents With Mathematics Through Family Math Nights: A Review of the Literature (2009, background): “Latino parents include moral learning as a foundation for other learning, whereas Caucasian non-Latino parents rate cognitive qualities as more important in their children's academic development ( Cooper et al, 1999 ; Drummond & Stipek, 2004 ).”
Parents as "Help Labor": Inner-City Teachers' Narratives of Parent Involvement. (2011, background): “Furthermore, local barriers in poor inner city communities, such as issues of community safety and availability of transportation and childcare, continue to pose challenges to parent involvement (Drummond & Stipek, 2004).”
Latino Parents' Motivations for Involvement in Their Children's Schooling: An Exploratory Study (2011, background): “…advanced first-grade readers (in contrast to parents of novice first-grade readers) took an active role in communicating with teachers, often asking for specific suggestions for helping their children (see also Drummond & Stipek, 2004; Gillanders & Jimenez, 2004; Okagaki, Frensch, & Gordon, 1995).”
Linking Parental Motivations for Involvement and Student Proximal Achievement Outcomes in Homeschooling and Public Schooling Settings (2011, background): “…suggested that role activity beliefs do influence parents’ decisions about becoming and being involved in their children’s education involvement (e.g., Chrispeels & Rivero, 2001; Drummond & Stipek, 2004; Grolnick, Benjet, Kurowski, & Apostoleris, 1997; Hoover-Dempsey et al., 2005; Sheldon, 2002).”
First-generation Disadvantage and College Enrollment/Completion (2016, background): “…lower SES parents have limited informational, emotional, and financial resources available to assist their children, coupled with distinct classed-based cultural beliefs about the role of the family in education (Crosnoe and Mueller 2014; Drummond and Stipek 2004; Hamilton 2016; Lareau 2011).”
School Influences on Parents' Role Beliefs (2013, background): “…to other hypothesized motivators of parents’ engagement in their students’ learning, including student, teacher, and school invitations to involvement and, in some cases, parental self-efficacy (e.g., Anderson & Minke, 2007; Chrispeels & Rivero, 2001; Drummond & Stipek, 2004; Green et al., 2007).”
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).”
Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital (2008, background): “…for the disutility of Parents Influence School among the poor is a mismatch between home and school cultures (e.g., in language, values, and/or practice differences), which may limit the effectiveness of parental influence (Drummond & Stipek, 2004; Goldman & McDermott, 1987; Valdés, 1996).”
A Quantitative Assessment of Lareau’s Qualitative Conclusions About Class, Race, and Parenting (2011, background): “Like advantaged parents, disadvantaged parents often have high educational expectations for their children (Alexander & Entwisle, 1988) and seek to cultivate their children’s talents (Drummond & Stipek, 2004).”
Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children (2006, background): “As reported in other studies (Bempechat, 1998; Drummond & Stipek, 2004; Lopez, Scribner, & Mahitivanichcha, 2001), parents with diverse racial/ethnic, educational, and economic backgrounds are involved in their children’s education regardless of whether they are formally involved in their…”