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No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education Within a Sociodemographically Diverse Population

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  • Sira Park
  • Susan D. Holloway

Abstract

Numerous studies have investigated the utility of the Hoover-Dempsey and Sandler (HDS) model for predicting parents' involvement in students' education. Yet, the model has yet to be thoroughly evaluated with respect to youth who are (a) in high school and (b) from sociodemographically diverse families. Using a nationally representative sample of 3,248 parents drawn from the 2007 National Household Educational Survey, the authors examined the relationship of high school outreach efforts, parent satisfaction with the school, and parental beliefs to 3 types of parent involvement. The analysis largely confirmed the power of the HDS model. Furthermore, the findings suggest that school outreach efforts are particularly important in promoting historically disenfranchised parents' involvement in the schools, whereas enhancing parenting self-efficacy is crucial for supporting their engagement at home.

Suggested Citation

  • Sira Park & Susan D. Holloway, 2013. "No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education Within a Sociodemographically Diverse Population," The Journal of Educational Research, Taylor & Francis Journals, vol. 106(2), pages 105-119, February.
    • Handle: RePEc:taf:vjerxx:v:106:y:2013:i:2:p:105-119
    DOI: 10.1080/00220671.2012.667012
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    Citations

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    Cited by:

    1. Jose Marquez & Joanna Inchley & Emily Long, 2022. "Cross-Country and Gender Differences in Factors Associated with Population-Level Declines in Adolescent Life Satisfaction," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(4), pages 1405-1428, August.
    2. Deborah A. Cobb-Clark & Tiffany Ho & Nicolás Salamanca, 2021. "Parental Responses to Children’s Achievement Test Results," Melbourne Institute Working Paper Series wp2021n17, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
    3. Midori Otani, 2016. "Empirical Analysis of Informative School Outreach on Home-based Parental Involvement," OSIPP Discussion Paper 16E008, Osaka School of International Public Policy, Osaka University.
    4. Jose Marquez & Gill Main, 2021. "Can Schools and Education Policy Make Children Happier? A Comparative Study in 33 Countries," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(1), pages 283-339, February.
    5. Dong Yang & Peng Chen & Kai Wang & Zhuoran Li & Chen Zhang & Ronghuai Huang, 2023. "Parental Involvement and Student Engagement: A Review of the Literature," Sustainability, MDPI, vol. 15(7), pages 1-17, March.
    6. Goulet, Mélissa & Archambault, Isabelle & Janosz, Michel & Christenson, Sandra L., 2018. "Evaluating the implementation of Check & Connect in various school settings: Is intervention fidelity necessarily associated with positive outcomes?," Evaluation and Program Planning, Elsevier, vol. 68(C), pages 34-46.
    7. Valdés-Cuervo, Angel Alberto & Aquino-Zúñiga, Silvia Patricia & Parra-Pérez, Lizeth Guadalupe & Grijalva-Quiñonez, Christian Samhir, 2022. "The role of teachers’ practices in low-SES mothers’ motivation and involvement in education," Children and Youth Services Review, Elsevier, vol. 133(C).
    8. Liu, Keqiao & Yang, Yang & Li, Miao & Li, Siqi & Sun, Kai & Zhao, Yong, 2021. "Parents’ and adolescents’ perceptions of parental involvement and their relationships with depression among Chinese middle school students during the COVID-19 pandemic," Children and Youth Services Review, Elsevier, vol. 129(C).
    9. Park, Sira & Stone, Susan I. & Holloway, Susan D., 2017. "School-based parental involvement as a predictor of achievement and school learning environment: An elementary school-level analysis," Children and Youth Services Review, Elsevier, vol. 82(C), pages 195-206.

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