Parental involvement, children's aspirations, and achievement in new immigrant families

Eunjoo Jung, Yue Zhang

Research output: Contribution to journalArticle

23 Scopus citations

Abstract

The authors investigated the relationships among multiple aspects of parental involvement (English proficiency, school involvement, control and monitoring of children), children's aspirations, and achievement in new immigrant families in the United States. They used data on immigrant parents and school-age children (N = 1,255) from the New Immigrant Survey to examine immigrant families from diverse backgrounds. Structural equation modeling analyses revealed that parental English proficiency and involvement in school education are related to children's academic achievement, cognitive development, and English language ability, directly as well as indirectly, through children's educational aspirations. Parental control and monitoring is not beneficial to immigrant children's cognitive development, although variations were found across different groups. They also observed intriguing findings regarding gender and racial or ethnic diversity. Based on their findings, they provide recommendations for the fostering of academic success and the design and implementation of educational programs and practices for immigrant children.

Original languageEnglish (US)
Pages (from-to)333-350
Number of pages18
JournalJournal of Educational Research
Volume109
Issue number4
DOIs
StatePublished - Apr 19 2016

Keywords

  • Achievement; aspiration
  • children
  • immigrants
  • parents

ASJC Scopus subject areas

  • Education

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