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Abstract
This mixed-methods study examined differences in parent involvement, perceptions, practices, and context by parent gender, nationality, and education level. Mothers, fathers, and their school-age children participated at two sites: the Midwestern USA (n = 99) and urban Central Taiwan (n = 100). Parents completed questionnaires regarding their parenting context, perceptions, and involvement practices. Children completed a parenting dimensions measure and a qualitative semi-structured interview. Findings revealed differences in mothering and fathering across nearly all beliefs and involvement activities, as well as differences in parenting stress and use of social support. There were broad differences by nationality in parent beliefs and involvement. Differences by parent education level suggest that parents with a low level of education are less involved and have lower levels of motivation for involvement. Responses from child interviews clarified some of these differences and identified children's unique perspectives regarding parent involvement. These findings suggest that fathers and mothers support children's development in unique and complementary ways, but that parenting is embedded within ecocultural niches which are impacted by the cultural and socioeconomic context.
Acknowledgement
This research was supported by grants from the Chiesman Fund for Civic Education, the USD Office of Research, USD School of Education, and the USD Center for Academic Engagement. We appreciate the assistance of data collectors and the collaboration with families who participated. Thanks to Rita Humphrey for her ingenuity and many hours of technical assistance.