Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students

References

• Adams, K. S., & Christenson, S. L. (2000). Trust and the family–school relationship: Examination of parent-teacher differences in elementary and secondary grades. Journal of School Psychology, 38, 477–497.
   Web of Science ®Google Scholar
• Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248–287.
   Web of Science ®Google Scholar
• Barber, B. K., & Olsen, J. A. (2004). Assessing the transitions to middle and high school. Journal of Adolescent Research 19, 3–30.
   Google Scholar
• Bouffard, S. M. (2009). Tapping into technology: Using the Internet to promote family–school communication. In N. E. Hill & R. K. Chao (Eds.), Families, schools, and the adolescent: Connecting research, policy, and practice (pp. 147–161). New York, NY: Teachers College.
   Google Scholar
• Bridgeland, J. M., DiIulio, J. J., Streeter, R. T., Mason, J. R., & Civic, E. (2008). One dream, two realities: Perspectives of parents on America's high schools. Washington, DC: Civic Enterprises.
   Google Scholar
• Byrnes, J. P., Miller, D. C., & Reynolds, M. (1999). Learning to make good decisions: A self-regulation perspective. Child Development, 70, 1121–1140.
   Web of Science ®Google Scholar
• Ceballo, R., Maurizi, L. K., Suarez, G. A., & Aretakis, M. T. (2014). Gift and sacrifice: Parental involvement in Latino adolescents' education. Cultural Diversity and Ethnic Minority Psychology, 20, 116–127.
   PubMed Web of Science ®Google Scholar
• Ceci, S., & Papierno, P. B. (2005). The rhetoric and reality of gap closing: When the “have-nots” gain but “haves” gain even more. American Psychologist, 60, 149–160.
   PubMed Web of Science ®Google Scholar
• Christenson, S. L., & Reschly, A. L. (Eds.). (2009). The handbook on school-family partnerships for promoting student competence. New York, NY: Routledge.
   Google Scholar
• Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2005). Who teaches whom? Race and the distribution of novice teachers. Economics of Education Review, 24, 377–392.
   Web of Science ®Google Scholar
• Collins, W. A., & Laursen, B. (2004). Parent-adolescent relationships and influences. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd Ed.) (pp. 331–361). Hoboken, NJ: Wiley.
   Google Scholar
• Cooper, H. (2007). The battle over homework: Common ground for administrators, teachers, and parents (3rd ed.). Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Crosnoe, R. (2001). Academic orientation and parental involvement in education during high school. Sociology of Education, 74, 210–230.
   Web of Science ®Google Scholar
• Crozier, G. (2001). Excluded parents: The deracialization of parental involvement. Race, Ethnicity, and Education, 4(4), 329–341.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
   Google Scholar
• DePlanty, J., Coulter-Kern, R., & Duchane, K. A. (2007). Perceptions of parent involvement in academic achievement. The Journal of Educational Research, 100, 361–368. http://dx.doi.org/10.3200/joer.100.6.361-368
   Web of Science ®Google Scholar
• DeVellis, R. F. (2003). Scale development: Theory and applications (2nd ed., vol. 26). Thousand Oaks, CA: Sage.
   Google Scholar
• Dhanaraj, C., Lyles, R. A., Steensma, H. K., & Tihanyi, L. (2004). Managing tacit and explicit knowledge transfer in IJVs: The role of relational embeddedness and the impact on performance. Journal of International Business Studies, 35, 428–442.
   Web of Science ®Google Scholar
• Eccles, J. S., & Harold, R. D. (1996). Family involvement in children's and adolescents' schooling. In A. Booth & J. F. Dunn (Eds.), Family–school links: How do they affect educational outcomes (pp. 3–34). Mahwah, NJ: Erlbaum.
   Google Scholar
• Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., & Flanagan, C. (1993). Development during adolescence: The impact of stage environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48, 90–101.
   PubMed Web of Science ®Google Scholar
• Epstein, J. L. (1987). Toward a theory of family–school connections: Teacher practices and parent involvement. In K. Hurrelman, F. X. Kaufman, & F. Losel (Eds.), Social intervention: Potential and constraints (pp. 121–136). Berlin, Germany: Water de Gruyer.
   Google Scholar
• Epstein, J. L., & Sanders, M. G. (2002). Family, school, and community partnerships. In M. H. Bornstein (Ed.), Handbook of parenting, vol. 5: Practical issues in parenting (pp. 407–437). Mahwah, NJ: Erlbaum.
   Google Scholar
• Fan, W., Williams, C. M., & Wolters, C. A. (2012). Parental involvement in predicting school motivations: Similar and differential effects across ethnic groups. The Journal of Educational Research, 105, 21–35.
   Web of Science ®Google Scholar
• Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13, 1–22.
   Web of Science ®Google Scholar
• Garcia Coll, C. T., Meyer, E., & Brillon, L. (1995). Ethnic and minority parenting. In M. H. Bornstein (Ed.), Handbook of parenting, vol. 2: Biology and ecology of parenting (pp. 189–210). Mahwah, NJ: Erlbaum.
   Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldrine.
   Google Scholar
• Gordon, M. S., & Cui, M. (2012). The effect of school-specific parenting processes on academic achievement in adolescence and young adulthood. Family Relations: An Interdisciplinary Journal of Applied Family Studies, 61, 728–741.
   Web of Science ®Google Scholar
• Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivation model. Child Development, 65, 237–252.
   PubMed Web of Science ®Google Scholar
• Halpern-Felsher, B. L., & Cauffman, E. (2001). Costs and benefits of a decision: Decision-making competence in adolescents and adults. Journal of Applied Developmental Psychology, 22, 257–276.
   Web of Science ®Google Scholar
• Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87–97.
   Web of Science ®Google Scholar
• Hill, N. E. (2009). Culturally-based world views, family processes, and family school interactions. In S. L. Christenson & A. Reschly (Eds.), The handbook on school-family partnerships for promoting student competence. New York, NY: Routledge.
   Google Scholar
• Hill, N. E. (2011). Undermining partnerships between African-American families and schools: Legacies of discrimination and inequalities. In N. E. Hill, T. L. Mann, & H. E. Fitzgerald (Eds.), African American children's mental health, vol. 1: Development and context (pp. 199–230). Santa Barbara, CA: Praeger.
   Google Scholar
• Hill, N. E. (2015). Family–school relationships during adolescence: Clarifying goals, broadening conceptualizations, and deepening impact. In S. M. Sheridan & E. M. Kim (Eds.), Family–school partnerships. Medford, MA: Springer.
   Google Scholar
• Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge K. A., Bates, J. E. & Petit, G S. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence. Child Development 75(5), 1491–1509.
   Google Scholar
• Hill, N. E., & Chao, R. K. (2009). Introduction: Background in theory, policy, and practice. In N. E. Hill & R. K. Chao (Eds.), Families, schools, and the adolescent: Connecting research, policy, and practice (pp. 1–15). New York, NY: Teachers College Press.
   Google Scholar
• Hill, N. E., & Torres, K. (2010). Negotiating the American dream: The paradox of Latino students' goals and achievement and engagement between families and schools. Journal of Social Issues, 66, 95–112.
   Web of Science ®Google Scholar
• Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of strategies that promote achievement. Developmental Psychology, 45, 740–763.
   PubMed Web of Science ®Google Scholar
• Hill, N. E., & Wang, M.-T. (2014). From middle school to college: Promoting engagement, developing aspirations and the mediated pathways from parenting to post high school college enrollment. Developmental Psychology, 51, 224–235.
   PubMed Web of Science ®Google Scholar
• Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children's education? Review of Educational Research, 67, 3–42.
   Web of Science ®Google Scholar
• Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children's academic achievement. Education and Urban Society, 35, 202–218.
   Web of Science ®Google Scholar
• Jeynes, W. H. (2007). The relation between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42, 82–110.
   Web of Science ®Google Scholar
• Jeynes, W. H. (2010). The salience of the subtle aspects of parental involvement and encouraging that involvement: Implications for school-based programs. Teachers College Record, 112, 747–774.
   Web of Science ®Google Scholar
• Jeynes, W. H. (2011). Parental involvement research: Moving to the next level. The School Community Journal, 21, 9–18.
   Google Scholar
• Jeynes, W. H. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47, 706–742.
   Web of Science ®Google Scholar
• Jodl, K. M., Michael, A., Malanchuk, O., Eccles, J. S., & Sameroff, A. (2001). Parents' roles in shaping early adolescents' occupational aspirations. Child Development, 72, 1247–1265.
   PubMed Web of Science ®Google Scholar
• Johnston, C., & Mash, E. J. (1989). A measure of parenting satisfaction and efficacy. Journal of Clinical Child Psychology, 18, 167–175.
   Web of Science ®Google Scholar
• Keating, D. P. (2004). Cognitive and brain development. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed., pp. 45–84). Hoboken, NJ: Wiley.
   Google Scholar
• Kim, S. W., & Hill, N. E. (2015). Including fathers in the picture: A meta-analysis of parental involvement and students' academic achievement. Journal of Educational Psychology, 107, 919–934.
   Web of Science ®Google Scholar
• Kohl, G. O., Lengua, L. J., McMahon, R. J., & Conduct Problems Prevention Research Group. (2000). Parent involvement in school: Conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38, 501–523.
   PubMed Web of Science ®Google Scholar
• Krueger, R. A. (1994). Focus groups: A practical guide for applied research (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Krueger, R. A., & Casey, M. A. (2009). Focus groups: A practical guide for applied research (4th ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Kuperminc, G. P., Darnell, A. J., & Alvarez-Jimenez, A. (2008). Parent involvement in the academic adjustment of Latino middle and high school youth: Teacher expectations and school belonging as mediators. Journal of Adolescence, 31, 469–483.
   PubMed Web of Science ®Google Scholar
• Lareau, A. (1996). Assessing parent involvement in schooling: A critical analysis. In A. Booth & J. F. Dunn (Eds.), Family–school links: How do they affect educational outcomes? (pp. 57–64). Mahwah, NJ: Erlbaum.
   Google Scholar
• Laursen, B., & Collins, W. A. (2009). Parent-adolescent relationships and influences. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology: Contextual influences on adolescent development (3rd ed., vol. 2:, pp. 3–42). Hoboken, NJ: Wiley.
   Google Scholar
• Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47, 233–247. http://dx.doi.org/10.1037/a0021307
   PubMed Web of Science ®Google Scholar
• Lopez, G. R. (2001). The value of hard work: Lessons on parent involvement from an (im)migrant household. Harvard Educational Review, 71, 416–437.
   Web of Science ®Google Scholar
• Lynch, E. W., & Stein, R. C. (1987). Parent participation by ethnicity: A comparison of Hispanic, Black, and Anglo families. Exceptional Children, 54, 105–111.
   PubMed Web of Science ®Google Scholar
• Mapp, K. L., Johnson, V. R., Strictland, C. S., & Meza, C. (2008). High school family centers: Transformative spaces linking schools and families in support of learning. Marriage & Family Review, 43, 338–368.
   Google Scholar
• Mapp, K. L., & Kuttner, P. J. (2013). Partners in Education: A dual capacity-building framework for family–school partnerships. Retrieved from http://www.sedl.org/pubs/framework/FE-Cap-Building.pdf
   Google Scholar
• McIntosh, K., Girvan, E. J., Horner, R. H., & Smolkowski, K. (2014). Education not incarceration: A conceptual model for reducing racial and ethnic disproportionality in school discipline. Journal of Applied Research on Children, 5, 1–22.
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
   Google Scholar
• Miles, M. B., Huberman, A. MS., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: Sage.
   Google Scholar
• Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91, 188–204.
   PubMed Web of Science ®Google Scholar
• Oyserman, D., Bybee, D., Terry, K., & Hart-Johnson, T. (2004). Possible selves as roadmaps. Journal of Research in Personality, 38, 130–149.
   Web of Science ®Google Scholar
• Park, S., & Holloway, S. D. (2013). No parent left behind: Predicting parental involvement in adolescents' education within a sociodemographically diverse population. The Journal of Educational Research, 106, 105–119.
   Web of Science ®Google Scholar
• Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78, 1039–1101. http://dx.doi.org/10.3102/0034654308325185
   Web of Science ®Google Scholar
• Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents' involvement in children's academic lives: More is not always better. Review of Educational Research, 77, 373–410.
   Web of Science ®Google Scholar
• Reychav, I., & Weisberg, J. (2010). Bridging intention and behavior of knowledge sharing. Journal of Knowledge Management, 14, 285–300.
   Web of Science ®Google Scholar
• Seiffge-Krenke, I., Kiuru, N., & Nurmi, J.-E. (2002). Adolescents as “producers of their own development”: Correlates and consequences of the importance and attainment of developmental tasks. European Journal of Developmental Psychology, 7, 479–510.
   Web of Science ®Google Scholar
• Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 9, 69–74.
   PubMed Web of Science ®Google Scholar
• Steinberg, L., & Silk, J. S. (2002). Parenting adolescents. In M. H. Bornstein (Ed.), Handbook on parenting (vol. 1, pp. 103–134). Mahwah, NJ: Erlbaum.
   Google Scholar
• Stevenson, H. W., & Baker, D. P. (1987). The family–school relations and the child's school performance. Child Development, 58, 1348–1357.
   PubMed Web of Science ®Google Scholar
• Stone, S. (2003). The transition to high school: Teacher and parent perspectives in a large, urban, predominantly minority school system. Journal of Ethnic and Cultural Diversity in Social Work, 12, 47–67.
   Google Scholar
• Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
   Google Scholar
• Suarez-Orozco, C., & Suarez-Orozco, M. (1995). Transformations: Migration, Family Life, and Achievement Motivation among Latino Adolescents. Stanford, CA: Stanford University.
   Google Scholar
• Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers' expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99, 253–273.
   Web of Science ®Google Scholar
• Toren, N. K. (2013). Multiple dimensions of parental involvement and its links to young adolescent self-evaluation and academic achievement. Psychology in the Schools, 50, 634–649.
   Web of Science ®Google Scholar
• Trusty, J. (1998). Family influences on educational expectations of late adolescents. The Journal of Educational Research, 91, 260–270.
   Web of Science ®Google Scholar
• Trusty, J., & Harris, M. B. C. (1999). Lost talent: Predictors of the stability of educational expectations across adolescence. Journal of Adolescent Research, 14, 359–382.
   Web of Science ®Google Scholar
• Tsai, W. (2002). Social structure of ‘cooperation’ within a multiunit organization: Coordination competition, and intraorganizational knowledge sharing. Organization Science, 13, 179–190.
   Web of Science ®Google Scholar
• Vogt, D. S., King, D. W., & King, L. A. (2004). Focus groups in psychological assessment: Enhancing content validity by consulting members of target population. Psychological Assessment, 16, 231–243.
   PubMed Web of Science ®Google Scholar
• Wallace, M. (2013). High school teachers and African American parents: A (not so) collaborative effort to increase student success. The High School Journal, 96, 195–208.
   Google Scholar
• Wang, M.-T., Hill, N. E., & Hofkens, T. (2014). Parental involvement and adolescent academic, behavioral, and emotional development in secondary school. Child Development, 85, 2151–2168. http://dx.doi.org/10.1111/cdev.12284
   PubMed Web of Science ®Google Scholar
• Wang, M.-T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance across gender and race/ethnicity. Journal of School Psychology, 49, 465–480.
   PubMed Web of Science ®Google Scholar
• Widén-Wulff, G., Ek, S., Ginman, M., Perttilä, R., Södergård, P., & Tötterman, A.-K. (2008). Information behaviour meets social capital: a conceptual model. Journal of Information Science, 34, 346–355.
   Web of Science ®Google Scholar
• Woolley, M. E., & Bowen, G. L. (2007). In the context of risk: Supportive adults and the school engagement of middle school students. Family Relations, 56, 92–104. http://dx.doi.org/10.1111/j.1741-3729.2007.00442.x
   Web of Science ®Google Scholar
• Yan, W., & Lin, Q. (2005). Parent involvement and mathematics achievement: Contrast across racial and ethnic groups. The Journal of Educational Research, 99, 116.
   Web of Science ®Google Scholar
• Yang, T.-M., & Maxwell, T. A. (2011). Information-sharing in public organizations: A literature review of interpersonal, intra-organizational and inter-organizational success factors. Government Information Quarterly, 28, 164–175. http://dx.doi.org/10.1016/j.giq.2010.06.008
   Web of Science ®Google Scholar