Latino parents have lower levels of school involvement compared to other ethnic groups, which is often attributed—though not tested—to low English language proficiency. Using a population-based sample of 637 7th grade Latino youth attending an urban school district, we find no significant difference in maternal school involvement when mothers and students are either both fluent in English or both non-fluent. When students are more fluent than their mothers, however, maternal school involvement is significantly lower, suggesting that schools may need to take additional steps to encourage parental involvement when there is language dissonance between parents and their children.

与其他族裔群体相比，拉丁裔父母的学校参与程度较低，这通常归因于（尽管未经测试）英语水平低。使用在城市学区就读的 637 名 7 年级拉丁裔青年的人口样本，我们发现当母亲和学生的英语都流利或都不流利时，母亲和学生的学校参与没有显着差异。然而，当学生比他们的母亲更流利时，母亲在学校的参与度要低得多，这表明当父母和孩子之间存在语言不协调时，学校可能需要采取额外的措施来鼓励父母的参与。