Inner-city African American parental involvement in children's schooling: racial socialization and social support from the parent community.
Parents (n = 161) and teachers (n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth educational achievement at home and school. Parental reports of racism awareness, and contact with school staff were significantly correlated with parent reports of at-home involvement and at-school involvement. Parent reports of social support from the parent community were significantly related to at-home involvement only. Relative to teacher reports, parents reported more formal contacts with school staff, and higher levels of racism awareness, religiosity, and African American cultural pride. Teachers and parents agreed on school climate and parental levels of at-home and at-school involvement. The results suggest that racial socialization processes are related to parent involvement in children's schooling and that increased efforts are needed to bridge a cultural gap between parents and teachers in inner-city communities.
McKay
Mary McKernan
MM
Columbia University School of Social Work, New York, New York 10025, USA. mm934@columbia.edu
Atkins
Marc S
MS
Hawkins
Tracie
T
Brown
Catherine
C
Lynn
Cynthia J
CJ
D001741:Black or African American / Q000523:psychology*; D002648:Child; D002675:Child, Preschool; D019058:Community Networks; D005006:Ethnicity / Q000523:psychology; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D010287:Parent-Child Relations; D016487:Parenting; D010290:Parents / Q000523:psychology*; D012944:Social Support; D013663:Teaching / Q000379:methods*