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The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were analyzed. Qualitative analysis resulted in four distinct categories: (a) support at home (68.8%), (b) home-school connection (17.7%), (c) participation in school (5.0%), and (d) duty (8.5%). The category of support at home was divided into three subcategories: Support of nonacademic development (31.9%), support of emotional psychological development (29.1%), and support of academic success (7.8%). A correlational analysis indicated that support of emotional psychological development was negatively correlated with home-school connection and support of academic success. The parents who considered parental involvement to be their duty did not perceive their roles as participating in home-school connections and supporting nonacademic development activities.

Decades of research suggest that higher levels of parental education are related to more active and effective parental involvement (PI) practices. At the same time, schools’ policies and practices facilitate family-school-community partnerships (FSCPs) to support students in attaining successful outcomes. However, it is unclear which school policies are effective in equitably involving parents with lower educational attainment. This study aims to examine the relationships between different types of FSCP practices of Hungarian majority and minority schools in Central and Eastern Europe (CEE) and create more equitable experiences for parents with lower educational attainment. We formulated the following hypotheses: H1. Higher levels of parental education relate to more active home-based and school-based parental involvement. H2. Parent educational attainment relates to parents’ perceptions of FSCP practices. H3. Parents’ perceptions of FSCP have a stronger relationship to PI than individual student and parent characteristics. The study included parents of Hungarian primary and middle school students in three CEE countries (N = 1002). Our findings suggest that parents with lower educational attainment perceive community development policies and special support as more significant compared to parents with higher educational attainment. Moreover, parents’ perceptions of FSCP practices have a stronger relationship to PI than individual factors. To create a more equitable experience for families, it is proposed that demand-driven practices be developed in schools.

Although most current studies have established the importance of school-related parental involvement to adolescents' academic achievement, they are limited in that they do not address macrolevel community influences on such an association. This may be due in part to the lack of community-level data or the use of inappropriate statistical strategies that cannot account for the influence of factors at the community level. To address this limitation, in this study, the authors examined the influence of community poverty on the association between school-related parental involvement and adolescents' academic achievement. Using a large, nationally representative sample, results from a multilevel model suggested that, compared to adolescents living in more affluent communities, the positive effect of school-related parental involvement on adolescents' academic achievement was significantly weaker for adolescents living in poor communities. Such findings suggested the importance of community poverty in influencing the effectiveness of school-related parental involvement on adolescents' academic achievement.

This research study aims to find the relationships between parental involvement and achievements in math of Palestinian students in the fifth and ninth grades. The analysis is applied to data from 5,214 students in the fifth grade from 172 schools and 4,381 studentsin the ninth grade from 142 schools participating in national assessment testing in Palestine in 2018. The data were analyzed using descriptive analysis, Pearson correlations, and intraclass correlations. The results show strong home-based parental involvement, with a higher degree of parental involvement for students in the fifth grade than those in the ninth grade. The analysis shows weak positive relationships between how parents control their children and children's academic achievement for both grades. There were no correlations between parental support and their children's achievement. There were correlations between schoolbased parental involvement and student achievement in math in the fifth and ninth grades. Children need parental support at home and at school; however, not all parents are able to provide that support. Many schools prefer to limit parental involvement since they prefer to manage without parental help.

Fathers’ engagement in their children’s education has increased over the years, yet we know less about fathers’ perspectives and engagement in children’s literacy development. The authors focused on a fatherhood reading program that was initiated in several Title 1 schools in a large school district in the Southeastern United States. Findings are based on fathers’ reading in classrooms in one elementary school. Based on interviews with teachers, a focus group with fathers, and observations of fathers’ reading in the classroom, several themes were found: a positive male role model for students, a reported increase in student motivation for reading, fathers’ confidence in their parenting role, and fathers’ respect for volunteer reading at school. Ways that teachers can organize a similar program at their schools are presented, along with implications of the findings for teaching practice and research.

The United Nations’s (UN) sustainable development goals (SDGs) include the target (3.3) of ending the HIV/AIDS epidemic by 2030. A major challenge in this regard is to curb the incidence of HIV among adolescents, the number two cause of their death in Africa. In Eastern and Southern Africa, they are mainly infected through heterosexual transmission. Research findings about parental influence on the sexual behavior of their adolescent children are reviewed and findings indicate that parental communication, monitoring and connectedness contribute to the avoidance of risky sexual behavior in adolescents. This article evaluates the extent to which these three dimensions of parenting have been factored in to current HIV prevention recommendations relating to adolescent boys and girls. Four pertinent UN reports are analyzed and the results used to demonstrate that the positive role of parents or primary caregivers vis-à-vis risky sexual behavior has tendentially been back-grounded or even potentially undermined. A more explicit inclusion of parents in adolescent HIV prevention policy and practice is essential – obstacles notwithstanding – enabling their indispensable partnership towards ending an epidemic mostly driven by sexual risk behavior. Evidence from successful or promising projects is included to illustrate the practical feasibility and fruitfulness of this approach.

Arabic is the second most common home language of English learners in the United States. Educators seek to design culturally sustaining pedagogy to develop Arabic‐speaking English learners’ English skills while nourishing their heritage language and affirming their culture's values. The authors report on a series of interviews with three Arabic mothers on their perceptions of North American and Arabic award‐winning picture books and their experience of reading with their children. Based on the analysis of the interviews, the authors put forward five culturally sustaining pedagogical possibilities.

This study explored the relationship between perceived parental involvement, perfectionist dispositional-like traits (striving for perfection; negative reactions to imperfection), and sports performance. Specifically, it examined whether perfectionism mediates the relationship between parental involvement and sports performance. Data were collected on perceived parental involvement, perfectionism in sports, and sports performance using both subjective and objective measures. The sample included 299 young male football athletes (from 15 teams across 8 clubs), all competing in U15 to U19 national championships. Path analysis revealed several findings, namely that (a) athletes who perceived higher parental involvement exhibited greater striving for perfection and reported higher levels of perceived individual and collective sports performance; (b) striving for perfection positively predicted both the perceived collective sports performance and objective performance; (c) negative reactions to imperfection negatively predict objective performance; (d) striving for perfection positively mediated the relationship between perceived parental involvement and both perceived individual, collective and objective sports performance. These findings underline the complex role parental behaviors, especially as perceived by young athletes, have in shaping athletic development and performance, and also highlight both the positive and potential negative effects of parental involvement, stressing the importance of providing parents with guidance on fostering a supportive sports environment.

This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement measure family involvement and partnership development. The relationship (with adjustment over frameworks and study features) indicated a strong and positive correlation (.509) between learning outcomes and parental involvement. Although types of parental (behavioral, personal, and intellectual) involvement and building institutional capacity demonstrated the greatest importance to the relationship, the role of parents (family involvement) was more important than the role of schools and communities (partnership development). For a strong relationship, behavioral involvement, home supervision, and home-school connection were the keys from family involvement, whereas capacity to engage parents, respectful and effective leadership in relation to families and children, and institutionalized authentic partnerships were the keys from partnership development.