An Exploratory Study of Mexican-Origin Fathers' Involvement in Their Child's Education: The Role of Linguistic Acculturation.
Year: 2007
Type: article
Study design: Observational Study
Abstract: The present exploratory study examined the involvement of 77 Mexicanorigin fathers in their school-age (grades 4-6) child’s education. Fathers were classified into one of three groups based on their linguistic acculturation status. The three groups were predominantly English-speakers (n = 25), Eng lish/Spanish-speakers (n = 27), and predominantly Spanish-speakers (n = 25). Five analyses of covariances (ANCOVAs) were conducted using the following father involvement dimensions as outcomes: Perceptions of School, Positive Contacts with Teachers, Attitudes Toward Parental Responsibility, School Involvement (e.g., participation in school activities and events), and Home Involvement (e.g., helping with homework, developing an environment conducive to education). Family socioeconomic status was included as a covariate in all five ANCOVAs. Results indicated that Spanish-speaking fathers reported more negative perceptions of their child’s school, less positive contacts with their child’s teachers, and were less involved in their child’s school than either English/Spanish-speaking or English-speaking fathers. No group differences existed on the other two father involvement indices. Interpretations of the study’s results and research implications are presented.
Author: Vera López
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W2127140867