Parent Involvement: Influencing Factors and Implications

By D. C. Peña. 2000

455 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/db5cf508b60a874c2752b1f9a3db58fc2c16580c

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In Clinical Psychology

In Education

Citations in the corpus

Parent, Student, and Teacher Perceptions of Parental Involvement (2003, background): “…ratio, number of minority teachers, setting, academic focus, climate, and sense of community (Feuerstein, 2000; Shouse, 1997) as well as the attitude of school board and principals toward parental involvement (Henderson, 1988) and parent cliques (Pena, 2000) also affect parental involvement levels.”
Parental Influences on Adolescent Adjustment: Parenting Styles Versus Parenting Practices (2006, background): “Supportive parenting behaviors such as encouragement and companionship have also been found to positively predict higher self-esteem (Peña, 2000) and academic achievement (Jeynes, 2005).”
Family Engagement, Diverse Families, and Early Childhood Education Programs: An Integrated Review of the Literature (2009, background): “However, it should be recognized that many families want to participate but are constrained by work schedules, child care needs, transportation, or language barriers (Pena, 2000; Cochran, 2007; Sohn & Wang, 2006; Quiocho & Daoud, 2006).”
After-School Multifamily Groups: A Randomized Controlled Trial Involving Low-Income, Urban, Latino Children (2006, background): “Parents may be seen as not caring about their child's schooling, rather than as impeded by economic and social policy obstacles (Hewlett & West, 1997; Pena, 2000).”
Parental Involvement in Predicting School Motivation: Similar and Differential Effects Across Ethnic Groups (2012, background): “…Sui-Chu & Willms, 2006; Lee & Bowen, 2006; Yan & Lin, 2005), the nonsignificant results for Asian American and Hispanic American students can partly be explained by their parents’ lower presence in activities of school functions because of language or cultural barriers (Lareau, 2001; Pena, 2000).”
No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education Within a Sociodemographically Diverse Population (2013, background): “Our analysis thus supports findings from previous studies (Lee & Bowen, 2006; Lopez, 2001; Peña, 2000) showing that Black and Latino parents become involved in their children’s schooling but may do so in ways that are not detected or appreciated by school administrators and teachers.”
From Pipelines to Partnerships: A Synthesis of Research On How Diverse Families, Schools, and Communities Support Children's Pathways Through School (2005, background): “For example, Peña (2000) conducted an ethnographic study of an urban elementary school in Texas by observing school events and interviewing teachers and Latino parents.”
Involving Latino Parents With Mathematics Through Family Math Nights: A Review of the Literature (2009, background): “When invited by teachers, Latino families were viewed as less invasive and disinterested in participating in parental involvement (Peña, 2000).”
Why Do Parents Become Involved? Research Findings and Implications (2005, background): “…Gonzalez et al., 2001; Griffith, 1998; Hoover-Dempsey, Walker, Jones, & Reed, 2002; Horvat et al., 2003; Moll et al., 1992; Pang & Watkins, 2000; Pena, 2000; Weiss et al., 2003) in effect deny parents access to the resources that schools are capable of bringing to families’ involvement…”
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).”
Parent Involvement and Mathematics Achievement: Contrast Across Racial and Ethnic Groups (2005, background): “A 1-year case study (Pẽna, 2000) of Mexican parents in an elementary school in Texas demonstrated that minority parent involvement was influenced by several factors, including language, parent cliques, parents’ education, attitudes of school staff, cultural influences, and family issues.”
Exploring Connections Between the Construct of Teacher Efficacy and Family Involvement Practices (2004, background): “…education; urban education The importance of the family in contributing to the achievement of students in our educational system has been a source of discussion and research for the past three decades (Epstein & Sanders, 2000; Henderson & Mapp, 2002; Hoover-Dempsey & Sandler, 1995; Peña, 2000).”
Parents as "Help Labor": Inner-City Teachers' Narratives of Parent Involvement. (2011, background): “Additionally, studies demonstrate that long work hours, the holding of multiple jobs, and other familial responsibilities conflict with the hours that urban schools make available for parent involvement (Coots, 1998; Lareau, 1987; 1994; Peña, 2000; Smalley & Reyes-Blanes, 2001; Waanders, Méndez, & D”
Latino Parents' Motivations for Involvement in Their Children's Schooling: An Exploratory Study (2011, background): “…with evidence that many families’ participation in school-based events, especially low-income families, is often dependent on their ability to conform their schedules and resources to school-imposed constraints (Garcia Coll et al., 2002; HooverDempsey et al., 1995; Pena, 2000; Weiss et al., 2003).”
Latino Parental Involvement in Kindergarten (2011, background): “As in other studies (Pena, 2000; Wong & Hughes, 2006), the moderate, negative relation between having Spanish as a primary language and engaging in school-based activities among Latino parents in the present study points to additional barriers to involvement that may plague Latino and other…”