A multidimensional, multilevel examination of mother and father involvement among culturally diverse Head Start families.
In this study we examined the relationships between family demographics and level of satisfaction with school contact as possible determinants of multiple dimensions of family involvement in early childhood education. Participants included 171 urban, Head Start parents (108 mothers and 63 fathers). Results revealed that for mothers, having less than a high school education was negatively associated with levels of home-school conferencing. For fathers, primary language spoken in the home was associated with both levels of home-school conferencing and school-based involvement, with Polish- and Spanish-speaking fathers participating less compared with their English-speaking counterparts. In addition, fathers of boys reported higher levels of home-school conferencing. Involvement at school was significantly associated with level of satisfaction with school contact for both mothers and fathers. Multilevel analyses revealed parent gender and satisfaction as the most salient predictors of involvement at the level of the family. Implications for future research, as well as family involvement practice and policy, are discussed.
McWayne
Christine
C
Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, 239 Greene Street, Suite 537, New York, NY 10003, USA. cm106@nyu.edu
Campos
Rodrigo
R
Owsianik
Marissa
M
D000328:Adult; D000368:Aged; D002675:Child, Preschool; D018864:Cultural Diversity; D018479:Early Intervention, Educational; D054242:Emigrants and Immigrants; D005190:Family / Q000523:psychology*; D005219:Father-Child Relations; D005260:Female; D006379:Helping Behavior; D006801:Humans; D008297:Male; D008875:Middle Aged; D009034:Mother-Child Relations; D012959:Socioeconomic Factors; D055815:Young Adult