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This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent-teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

ASD symptomology and behavioral problems pose challenges for children with ASD in school. Disagreement between parents and teachers in ratings of children’s behavior problems may provide clinically relevant information. We examined parent–teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the school year. When child, teacher, and class characteristics were considered simultaneously, only ASD symptom severity predicted informant disagreement on internalizing and externalizing behavior problems. We also examined associations between informant disagreement and parent school involvement. Cross-lagged panel analyses revealed that higher informant disagreement on children’s behavior problems in the fall predicted lower parent school involvement in the spring, suggesting that greater informant agreement may foster parental school involvement over time.

The educational transformation of flipped classroom continues to be the important approach to increasing students’ readiness for flipped learning. To successfully implement the flipped classroom, students’ readiness to use the materials delivered to them in the pre-class session and parent-school involvement should be part of the process to improve this student-centered learning approach. However, little is known concerning the assessment of students’ readiness to learn through the WBI in a flipped classroom and the role of parent-school involvement in student-centered learning approach. Hence, this study aims to extend the UTAUT model by considering the experience expectancy, parent-school involvement, perceived behaviour control and perceived self-efficacy factors to investigate high school students’ acceptance of WBI for flipped classroom (FC) approach. A total of 320 senior high school students in English Literature class were selected for the study using structured equation modelling to analyse the survey questionnaire data. The results revealed that performance expectancy, effort expectancy, parent-school involvement, perceived self-efficacy and experience expectancy have positive influence on students’ behavioural intention to use WBI. Also, this current study identified that, the perceived behavioral control has an insignificant effect on students’ behavioral intention to use WBI for FC approach. Detailed results and educational implications are discussed.

This study aimed to examine the association between early childhood resilience profiles and later school outcomes (academic achievement and school involvement) among children in the U.S. child welfare system. This study compared 827 children aged 3–5 years in three latent profile groups (poor emotional and behavioral resilience, low cognitive resilience, and multi-domain resilience) to their baseline profiles using data from the National Survey of Child and Adolescent Well-Being (NSCAW-II). At the three-year follow-up, children with low emotional and behavioral resilience profiles and children with the multi-domain resilience profile had significantly higher basic reading skills, reading comprehension, and math reasoning compared to children with low scores on the cognitive resilience profile. Furthermore, children with the multi-domain resilience profile had significantly higher levels of emotional school engagement than did those with the low emotional and behavioral resilience profile and considerably higher levels of behavioral school engagement compared to those with the low cognitive resilience profile. The findings highlight the persistent effects of early resilience into the later childhood years. Moreover, our results suggest the need for early identification of and intervention for children with low cognitive or emotional/behavioral resilience during the preschool years to promote academic success and school engagement during the school-age years.

Latino/a children in migrant farmworker (LMFW) families are an underrepresented student subpopulation at high risk of school-dropout. To understand the factors that contribute to school competency in children in LMFW families, this mixed-method study examined academic mastery and explored perspectives from children, mothers, and Migrant Education Program (MEP) providers. Youth in LMFW families aged 8–18 ( N  = 65, M age  = 12.9, 52% male, 65% U.S. born, 51% moved 1-or-more times) were surveyed. Some youth aged 10–18 ( n  = 24, M age  = 13.9, 67% boys, 79% born in the U.S., 54% moved 1 or more times) were interviewed. One focus group was held with LMFW mothers ( N  = 9) and two with MEP ( N  = 18) providers (teachers and staff). Multivariate regression was used, and thematic analysis revealed three themes: (1) LMFW parents’ school involvement, (2) LMFW student-teacher relationships, and (3) mobility and LMFW students’ schooling. Triangulated results converged concerning mother school involvement and academic mastery. However, teacher attachment and mobility were quantitatively found to be insignificant, which diverged from qualitative findings. Unique qualitative findings related to non-traditional parental school involvement emerged. Findings have implications for efforts aimed at bolstering mastery orientation among youth in LMFW families. Highlight This mixed-methods multi-reporter study examined mother school involvement, teacher attachment, and mobility to understand mastery orientation among youth in LMFW families. Triangulated data sources and methodologies revealed that LMFW parents practice both traditional and non-traditional school involvement. Qualitative results uncovered differences between providers in their views of parental involvement. Qualitative findings across participants revealed the impact of school interruptions on learning and abilities to meet graduation requirements among youth in LMFW families. High mobility hinders LMFW youth’s ability to create meaningful connections with teachers.

Objective To examine the association of parental school involvement with reductions in adolescent substance initiation among Latino immigrant youth. Background Parental school involvement is an important determinant of children's academic achievement. Likewise, academic achievement is associated with multiple adolescent health risk behaviors. Little research has examined whether parental school involvement is associated with adolescent drug use, and no research has examined this link among Latino immigrant youth. Method Using a census of Latino students (N = 661; mean age = 13.1 years) in 12 urban middle schools, we used a multilevel model with zero‐inflated outcomes to test whether (a) parental school involvement is inversely associated with alcohol, tobacco, and other drug use; (b) school‐level parental involvement affects individual‐level drug use; and (c) child gender moderates these associations. Results Parental school involvement was negatively associated with lifetime prevalence of all substances and with increases in the age of first alcohol use. School‐level parental involvement was negatively associated with lifetime prevalence of substance use and age of first use for girls and marginally significant with boys. Conclusion Parental school involvement is a promising target for prevention efforts to reduce early‐onset substance use. Implications Parental school involvement may address multiple negative outcomes in youth even for youth whose parents are relatively uninvolved, and may increase program dosage.

This study examined longitudinally sequential pathways between parental socioeconomic status and immigrant children’s school performance and depressive symptoms during adolescence, as well as educational attainment and self-rated health upon transitioning into young adulthood among three immigrant groups. Participants included 1522 immigrant youth (M age = 14 years) and their parents. The youth were assessed at three time points (1992, 1995, and 2002). The parents were assessed at time 2. The mediating effects of intergenerational transmission of educational expectations and parent-child conflict, and the moderating effects of parental school involvement were also examined. The findings showed that lower levels of parental school involvement combined with higher levels of parental educational expectations were associated with increased depressive symptoms in adolescence and diminished self-rated health in young adulthood among Asian youth composed of Chinese, Koreans, and Filipinos. For Latino youth from Mexico and Central America, intergenerational transmission of educational expectations mediated the effects of parental SES on youth’s GPA in adolescence and educational attainment in young adulthood only among those who reported high levels of parental school involvement. Findings showed that family mechanisms operated differently across immigrant groups and contributed to variations in immigrant youth’s adjustment outcomes in both adolescence and young adulthood.HighlightsParental school involvement functions differently for youth from different immigrant groups.Parental school involvement moderates the effects of parental educational expectations on immigrant youth’s adjustment.Family-level interventions targeting parental school involvement should consider youth’s immigration origins.

Background Parental school involvement is critical for students’ academic and educational success. This study addresses a research gap by conducting latent class and correspondence analyses to uncover and visually depict the intricate relationships between parental school involvement and its barriers. Methods Data were obtained from 1,307 parents of students in grades 4 to 9 in China. Students in grades 4 to 9 experience preadolescence (grades 4 to 6) and early adolescence (grades 7 to 9), which are critical periods of transition in individual development. The latent class analysis revealed sub-populations of parental school involvement and its barriers. The correspondence analysis demonstrated the relationship between the groups of both parental school involvement and its barriers. Results The results showed: (1) six distinct groups of parental school involvement, namely the High Involvement in Child’s Things, All High Involvement, High Initiative Involvement, High Passive Involvement, Medium Involvement, and Low Involvement groups; (2) five groups of barriers to parental school involvement, namely the High Work-Transportation, High Work, Medium Personal, High Transportation, and None Barriers groups; (3) a visual pattern of the relationship between six groups of parental school involvement and five groups of barriers to parental school involvement. Specifically, the All High Involvement and High Initiative Involvement groups were closer to the None Barriers class; Medium Involvement was related to High Work Barriers; Low Involvement to Medium Personal Barriers; and High Passive Involvement to High Transportation Barriers. Conclusions This study clarifies relationships between the latent groups of parental involvement in school and the latent groups of barriers to involvement, which support the reformulated explanatory model of barriers to parental involvement in education.

Scholars have long argued that civic organizations play a vital role in developing members' civic capacity. Yet few empirical studies examine how and the extent to which civic skills transfer across distinct and separate civic contexts. Focusing on Latino immigrant members of a Los Angeles janitors' labor union, this article fills a void by investigating union members' involvement in an independent civic arena—their children's schools. Analyses of random sample survey and semi-structured interview data demonstrate that labor union experience does not simply lead to more civic engagement, as previous research might suggest. Rather, conceptual distinctions must be made between active and inactive union members and between different types of civic engagement. Results show that active union members are not particularly involved in plug-in types of involvement, which are typically defined and dictated by school personnel. Instead, active union members tend to become involved in critical forms of engagement that allow them to voice their interests and exercise leadership. Furthermore, findings suggest that the problem solving, advocacy, and organizing skills acquired through union participation do not uniformly influence members' civic engagement. Experience in a social movement union serves as a catalyst for civic engagement for some, while it enhances the leadership capacity of others.

This study investigates a moderated mediational model whereby maternal involvement in schooling mediates the association between maternal work-to-family conflict and children’s academic achievement in early adolescence, and socioeconomic contexts interact with maternal work status to moderate this association. Participants reflect a subsample of 725 fifth graders (and their employed mothers and teachers) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD). Of the children in this subsample, 49.4% were female and 79.7% were White, non-hispanic. On average mothers completed 14.7 years of education (SD = 2.4), with 75.4% of mothers completing more than a high school education. Multi-group analyses in SEM using Mplus 7.4 tested whether maternal work status would interact with core socioeconomic contexts (e.g., maternal education, child race, marital status, poverty status, work schedule, and number of children in the home) to moderate the relationship between maternal work-to-family conflict, maternal involvement in school, and academic outcomes. Results revealed partial mediation between maternal work-to-family conflict and achievement through maternal involvement in school. Our hypothesis that maternal work status would interact with other core socioeconomic contexts to moderate the relationship between maternal work-to-family conflict, maternal involvement in school, and academic outcomes was supported. We conclude that mothers’ involvement in school may be an important way in which negative outcomes of work-to-family conflict may be minimized. We also highlight the importance of situating maternal employment in a larger familial and socioeconomic context.