Parent Involvement Policy in Established and New Immigrant Destinations*.
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| Title: | Parent Involvement Policy in Established and New Immigrant Destinations*. |
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| Authors: | Marschall, Melissa J. (AUTHOR), Shah, Paru R. (AUTHOR), Donato, Katharine (AUTHOR) |
| Source: | Social Science Quarterly (Wiley-Blackwell). Mar2012, Vol. 93 Issue 1, p130-151. 22p. 3 Charts. |
| Subjects: | Immigrants, Parents, Regression analysis, Parent participation in education, Teacher training, Minority school principals, School rules & regulations, No Child Left Behind Act of 2001 |
| Abstract: | Objectives This study examines how schools situated in different 'contexts of reception' go about the critical task of engaging and supporting immigrant parents. Methods Using data from the 2003-04 National Center for Educational Statistics' Schools and Staffing Surveys, we estimate regression models to test the effects of cultural brokers, teacher training, and professional development on school policies and practices specifically designed to engage and support immigrant parents as well as more traditional, school- and home-based parent involvement programs. Results We find cultural brokers and school attributes are more strongly associated with the type and magnitude of parent involvement programs in established destinations, whereas teacher training and in-service professional development are most consistently associated with these policies in new destination schools. We also find a strong association between minority principals ( African American or Latino) and parent involvement programing in new destinations, suggesting that principals of color are taking an active role in addressing the needs of immigrant and minority parents. Conclusions As the U. S. population becomes increasingly multicultural, these findings have important policy implications for both federal and local governments. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Science Quarterly (Wiley-Blackwell) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Objectives This study examines how schools situated in different 'contexts of reception' go about the critical task of engaging and supporting immigrant parents. Methods Using data from the 2003-04 National Center for Educational Statistics' Schools and Staffing Surveys, we estimate regression models to test the effects of cultural brokers, teacher training, and professional development on school policies and practices specifically designed to engage and support immigrant parents as well as more traditional, school- and home-based parent involvement programs. Results We find cultural brokers and school attributes are more strongly associated with the type and magnitude of parent involvement programs in established destinations, whereas teacher training and in-service professional development are most consistently associated with these policies in new destination schools. We also find a strong association between minority principals ( African American or Latino) and parent involvement programing in new destinations, suggesting that principals of color are taking an active role in addressing the needs of immigrant and minority parents. Conclusions As the U. S. population becomes increasingly multicultural, these findings have important policy implications for both federal and local governments. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00384941 |
| DOI: | 10.1111/j.1540-6237.2011.00833.x |
