The purpose of this study was to clarify what particular types of parental involvement (Achievement Values, Home-Based, School-Based, & Intellectual) were most important in predicting achievement outcomes in high school African American adolescents. In doing so, the current study also examined how perceived teacher support and family contextual variables influenced parents' level of involvement with their high school adolescents. The participants were 145 African American parents/guardians of high school students from two large urban southern and southwestern cities. Results indicated that home-based involvement was the most important involvement measure for predicting school achievement. However, actual adolescent school achievement was dependent on perceived teacher support above and beyond that of the parental involvement measures. Also, parental education was the most important family contextual variable in determining if parents engaged in behaviors that promoted student learning. Implications for how school psychologists can help improve parental involvement and the school achievement of African American adolescents are discussed / acase@tulane.edu
| Identifer | oai:union.ndltd.org:TULANE/oai:http://digitallibrary.tulane.edu/:tulane_23468 |
| Date | January 2005 |
| Contributors | Hayes, DeMarquis M (Author), Cunningham, Michael (Thesis advisor) |
| Publisher | Tulane University |
| Source Sets | Tulane University |
| Language | English |
| Detected Language | English |
| Rights | Access requires a license to the Dissertations and Theses (ProQuest) database., Copyright is in accordance with U.S. Copyright law |
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