Parent Involvement and Mathematics Achievement: Contrast Across Racial and Ethnic Groups

By Wenfan Yan, Qiuyun Lin. 2005

237 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b0ac02494f83065f1b6ac6ebc64897b732490b1b

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In Education

Citations in the corpus

Parental Involvement in Predicting School Motivation: Similar and Differential Effects Across Ethnic Groups (2012, background): “The survey items drawn from the ELS: 2002 dataset assessing parental involvement are similar to those seen in various empirical studies that demonstrate good reliability and validity (e.g., X. T. Fan, 2001; Hill & Craft, 2003; Yan & Lin, 2005).”
The White British–Black Caribbean achievement gap: tests, tiers and teacher expectations (2012, background): “…and progress, particularly in the early years (e.g. Phillips et al., 1998; Sylva et al., 2004), although with older students factors such as parents’ involvement with school and their educational aspirations for the young person become more prominent (e.g. Yan & Lin, 2005; Strand & Winston, 2008).”
Decreasing the SES math achievement gap: Initial math proficiency and home learning environments (2015, background): “For example, reading at home and parents’ expectations for their children’s future educational achievement are associated with children’s math achievement (Byrnes & Wasik, 2009; Chatterji, 2005; Davis-Kean, 2005; Sonnenschein & Galindo, 2015; Yan & Lin, 2005).”
Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement (2015, unknown): “Other research (Desimone, 1999; Yan & Lin, 2005) has shown similar patterns with Asian, Black, Latino, and White adolescents’ academic mathematics and reading scores.”
Parent involvement at school entry: A national examination of group differences and achievement (2011, background): “Purported ethnic differences in parental involvement One of the major questions in the parental involvement literature is related to determining if effects are consistent across social contexts and by ethnic group membership (Hill & Craft, 2003; Yan & Lin, 2005).”
No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education Within a Sociodemographically Diverse Population (2013, background): “…parent involvement, parental beliefs, school outreach efforts P arents’ involvement in their children’s schoolinghas long been believed to promote a range of pos-itive child outcomes, including academic achievement, engagement in schoolwork, and lower dropout rates (Jeynes, 2007; Yan & Lin, 2005).”
The limits of social class in explaining ethnic gaps in educational attainment (2011, background): “In explaining the relatively high attainment of Asian Americans, Caplan et al. (1991) argue that Asian Americans have a cultural understanding that prioritizes self-reliance and achievement and that Asian American youth felt it was their responsibility to the family to do well in school.”
The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation (2010, methodology): “Fan, 2001 ; Hill & Craft, 2003 ; Yan & Lin, 2005 ) are included in this dataset.”
The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study (2017, background): “However, when studies focused on specific aspects of school-based PI, they tend to find that public-good PI and parent networking are more prevalent and effective forms of school-based PI for high SES or White students (Desimone, 1999; McNeal, 1999; Yan & Lin, 2005).”
The Formation of Parent-School Trust (2009, background): “Positive outcomes of parent-school partnerships, defined as parent involvement by some, is well documented (Henderson, 1987; Wenfan & Qiuyun, 2007), but the literature is not nearly as replete with evidence on effective organizational conditions that enable families, schools, and the community to…”
Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students (2018, background): “…behavior, mental health, and achievement (X. Fan & Chen, 2001; Jeynes, 2003, 2007; Jeynes, 2012; Wang, Hill, & Hofkens, 2014), there remains a need for research to expand our conceptualizations especially as they apply to middle school (Hill, 2009; Hill & Chao, 2009; Jeynes, 2011; Yan & Lin, 2005).”