SYNOPSIS

Objective . The present study critically evaluates the assumption that parental involvement benefits students’ achievement regardless of their socioeconomic status (SES). Design . A meta-analysis of 98 studies published 2000–2017 examines if patterns of associations between 11 specific parental involvement variables and the academic achievement of K-12 students vary with parental SES as measured by educational level. Results . Results showed that (1) six specific aspects of parental involvement, namely parental academic expectations, parental support for child learning, parent-child discussion of school matters, parental participation in school governance and events, parent and child reading together, and parental emphasis on education, were positively associated with student achievement; (2) subtle forms of parental involvement were most strongly associated with student achievement, followed by home- and school-based involvement; (3) parental learning support at home, parental academic emphasis, and parent-teacher communication had stronger association with the achievement of students whose parents were more educated; (4) parent-teacher communication and parental academic emphasis for college-educated parents did not additionally benefit student achievement when compared to these involvement activities for parents with at most Grade-12 education; and (5) parental involvement was more strongly associated with the linguistic achievement of students with highly educated parents. Conclusions . These results provide evidence that some benefits of parental involvement are stratified by familial SES.

概要

目标 。本研究批判性地评估了这样一个假设，即无论他们的社会经济地位（SES）如何，父母的参与都会有利于学生的学习。设计。对2000年至2017年发表的98项研究的荟萃分析研究了11种具体的父母参与变量与K-12学生的学业成就之间的关联模式是否随父母SES（按教育水平衡量）而变化。结果 。结果显示（1）父母参与的六个具体方面，即父母的学业期望，父母对孩子学习的支持，父母对学校事务的讨论，父母对学校治理和事件的参与，父母与孩子在一起阅读以及父母对孩子的重视教育与学生成绩成正比；（2）家长参与的微妙形式与学生的学业成绩密切相关，其次是家庭和学校的参与；（3）在家中的父母学习支持，父母的学业重点以及父母与老师的交流与父母受过更高教育的学生的成就有更强的联系；（4）与受过最多12年级教育的父母进行的这些参与活动相比，对受过大学教育的父母进行的父母与老师沟通和父母的学术重视没有额外增加学生的学习成绩；（5）父母的参与与父母受过良好教育的学生的语言学业表现更紧密相关。 结论 。这些结果提供了证据，表明父母参与的某些好处被家族性SES分层。