title: The "Generacion Diez" after-school program and Latino parent involvement with schools.
abstract: The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context. Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.
authors.affiliation: Institute for Prevention Research, The University of Southern California, Southern California, Alhambra, USA. nriggs@usc.edu
authors.forename: Nathaniel R
authors.initials: NR
authors.lastname: Riggs
authors.forename: Carmen
authors.initials: C
authors.lastname: Medina
mesh_terms: D002648:Child; D004522:Educational Status; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D017058:Mexican Americans / Q000193:education* / Q000523:psychology; D016487:Parenting / Q000523:psychology*; D010414:Pennsylvania; D011368:Professional-Family Relations; D012424:Rural Population; D012574:Schools; D013663:Teaching / Q000379:methods; D014171:Transients and Migrants / Q000193:education* / Q000523:psychology