Academic achievement disparities exist across race and ethnic groups. Parents may be a good resource to their children for their educational success. Parental academic involvement is associated with student academic achievement across race and ethnicity. This study explored the relationship between race and ethnicity and parent time-use on children's education. In addition to studying parental academic involvement across race and ethnic groups, the Latino American ethnic group was examined. Heterogeneity exists within race and ethnic groups. Understanding differences in parental academic involvement within the Latino American ethnic group is a step toward addressing education disparities across race and ethnic groups. The last aim of the study was to see if structural differences within families were associated with group differences. The sample was obtained from the 2010 American Time Use Survey and included parents with household children younger than 18 years. Logistic regression results indicated that race and ethnicity was associated with time spent on children's education. However, when the structural variables were accounted for, the race and ethnic differences became statistically nonsignificant. Many of the structural variables were associated with parent time spent on children's education. Parent demographics and other structural variables may make it more or less likely that parents spend time on their children's education. Study findings also showed that for the Latino American subgroup, one group, Central/South Americans, look more likely to spend time on children's education. Puerto Rican parents were statistically significantly more likely to spend time on their children's education for one model tested, but not the other. Controlling for structural variables did not remove the association in the Central/South American group. The results for the Latino American ethnic group analyses differed slightly from the race and ethnic group analyses. The results suggest that there are differences across groups regardless of parent demographics and family structure. The findings also suggest that teachers and school administrators may improve parental academic involvement by targeting programs to fathers and full-time employed Latino American families.

Academic achievement disparities exist across race and ethnic groups. Parents may be a good resource to their children for their educational success. Parental academic involvement is associated with student academic achievement across race and ethnicity. This study explored the relationship between race and ethnicity and parent time-use on children's education. In addition to studying parental academic involvement across race and ethnic groups, the Latino American ethnic group was examined. Heterogeneity exists within race and ethnic groups. Understanding differences in parental academic involvement within the Latino American ethnic group is a step toward addressing education disparities across race and ethnic groups. The last aim of the study was to see if structural differences within families were associated with group differences. The sample was obtained from the 2010 American Time Use Survey and included parents with household children younger than 18 years. Logistic regression results indicated that race and ethnicity was associated with time spent on children's education. However, when the structural variables were accounted for, the race and ethnic differences became statistically nonsignificant. Many of the structural variables were associated with parent time spent on children's education. Parent demographics and other structural variables may make it more or less likely that parents spend time on their children's education. Study findings also showed that for the Latino American subgroup, one group, Central/South Americans, look more likely to spend time on children's education. Puerto Rican parents were statistically significantly more likely to spend time on their children's education for one model tested, but not the other. Controlling for structural variables did not remove the association in the Central/South American group. The results for the Latino American ethnic group analyses differed slightly from the race and ethnic group analyses. The results suggest that there are differences across groups regardless of parent demographics and family structure. The findings also suggest that teachers and school administrators may improve parental academic involvement by targeting programs to fathers and full-time employed Latino American families.