Immigrant families face multiple barriers to engaging with children's schools. Yet, school-based parent involvement has been associated with academic and behavioral benefits for children of immigrant families. Although past research has examined links between family contextual factors and parent involvement, less is known about the links between school contextual factors and parent involvement in immigrant families. Identifying socio-cultural barriers to parent involvement across home and school contexts can inform culturally competent family engagement interventions serving immigrant families. In a two-wave (1.5 years apart) longitudinal study of a community-based sample of Chinese American children (N = 210, beginning age = 5.8–9.1 years) attending over 80 schools in a metropolitan area, we assessed school-based parent involvement behaviors and parent involvement-related psychological processes (i.e., parent-teacher relationship quality, parents' endorsement of schools, teachers' perceptions of parents) using parent and teacher report. First, results indicated that significant positive associations were found between school-based parent involvement behaviors and parent involvement-related psychological processes (rs = 0.36–0.53). Next, multi-level modeling was conducted to test concurrent relations of Wave 1 school contextual factors to all four parent involvement constructs (controlling for family-level factors), as well as testing the prospective relations of parent involvement at Wave 1 to children's academic achievement at Wave 2. Student body diversity of schools was negatively associated with school-based parent involvement (rs = −0.18, −0.17), parent-rated parent-teacher relationship quality (r = −0.18), and parents' endorsement of schools (r = −0.36). The concentration of Asian students at schools and schoolwide achievement were negatively associated with teachers' perceptions of parents (rs = −0.18, −0.20). However, neither school contextual factors nor school-based parent involvement at Wave 1 uniquely predicted children's academic achievement at Wave 2. Implications of findings for understanding and addressing barriers to engaging Chinese American immigrant families in their children's schools are discussed.

移民家庭在与儿童学校交往方面面临多重障碍。然而，基于学校的家长参与与移民家庭儿童的学业和行为益处有关。尽管过去的研究探讨了家庭背景因素与家长参与之间的联系，但人们对移民家庭中学校背景因素与家长参与之间的联系知之甚少。识别家庭和学校背景下家长参与的社会文化障碍可以为服务移民家庭的文化上合适的家庭参与干预措施提供信息。在对就读大都市地区 80 多所学校的华裔美国儿童（ N = 210，开始年龄 = 5.8-9.1 岁）的社区样本进行的两波（相隔 1.5 岁）纵向研究中，我们评估了学校家长利用家长和老师的报告，了解参与行为和家长参与相关的心理过程（即家长与老师的关系质量、家长对学校的认可、老师对家长的看法）。首先，结果表明，基于学校的家长参与行为与家长参与相关的心理过程之间存在显着的正相关关系（ r s = 0.36-0.53）。接下来，进行多层次建模来测试第一波学校背景因素与所有四个家长参与结构（控制家庭层面因素）的并发关系，以及测试第一波家长参与与儿童学业成绩的预期关系第 2 波。学校的学生群体多样性与学校家长参与度 ( r s = -0.18, -0.17)、家长评价的家长-教师关系质量 ( r = -0) 呈负相关。18），以及家长对学校的认可（ r = -0.36）。亚洲学生在学校的集中度和全校成绩与教师对家长的看法呈负相关（ r s = -0.18，-0.20）。然而，第一波中的学校背景因素和基于学校的家长参与都不能唯一地预测第二波中儿童的学业成绩。讨论了研究结果对理解和解决华裔美国移民家庭参与其子女学校的障碍的影响。