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University of Nevada, Las Vegas; Center for Academic Enrichment and Outreach


Parental involvement (PI) relates to children’s positive outcomes but few studies have examined factors of PI, particularly among immigrant families. The current study examines how contextual characteristics influence PI behaviors within Chinese immigrant families and potential mediating factors. Percentage of Asian students in schools and Parents’ report of education. English and Chinese proficiency, employment status and income were analyzed as predictors of PI behavior (i.e., parental involvement- home (PIH), parental involvement- School (PIS), parent-teacher contact (PTC)), based on parent and teacher report. Parental beliefs such as parent and teacher roles, perception of impact and ability, and endorsement of school were examined as potential mediators between the predictors and PI behaviors. Based on prior research, the control variables included: child, gender, age, and achievement in math and reading. Results indicated negative correlations for PTC to employment; PIH to child math skills, parent English and Chinese proficiency and percentage of Asian school composition; PIS to math, English and reading skills, age, and employment. Future studies need to examine both direct effects of predictors/contextual factors and beliefs as potential mediators, in order to better understand PI behaviors.


Chinese Americans; Education – Parent participation; Immigrants; Parent and child


Community-Based Research | Education | Race and Ethnicity




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