Asian parent involvement in the home, school, and community and children's achievement in the early grades
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This study investigates the multiple ways in which Asian parents are involved in their children's early educational experiences, as well as the relationships among SES, child demographics, academic factors, parents' barriers, and the impact of parent involvement practices upon children's school achievement. Data are drawn from an existing data set, the Early Childhood Longitudinal Study - Kindergarten cohort (ECLS-K) and analyzed using multiple regression analyses. To investigate Asian within-group differences, Asians and Whites are compared in the first round of data analysis. Next, Asian immigrants and White immigrants are compared to understand how immigrant status (generation status) might account for differences. Lastly, comparison among three Asian subgroups is conducted to address diversity within the Asian population. Findings suggest that Asian parents tend to be less involved in children's education compared to their White counterparts. Furthermore, Asian students' higher school achievement in early grades is not maintained in later grades. A number of challenges to Asian parent involvement are identified, including family-related and school-related barriers. Several kinds of support strategies in meeting the multiple needs of Asian parents and their students, especially for low SES groups are presented. Implications for educators, researchers, and policy makers are provided. Recommendations for further research includes more thorough investigation about how Asian low SES standing affects specific parent involvement behaviors and how it is related to children's achievement. In addition, future research using qualitative methods is needed to examine the useful strategies to encourage their involvement more deeply by reflecting parents' diverse educational commitment and their educational belief.