In order to better understand the specific mechanisms that may hinder high educational achievement among Latino students, this study explored the impact of parental working hours on parental involvement and school outcomes across three generations of Mexican-American youth. Results from a longitudinal data set revealed that constrained parental availability, related to increased working hours, had an impact on the amount of parental involvement for third generation students, but not on their academic outcomes. For first-generation students, parental monitoring (a form of parental involvement) was a significant positive predictor for grade 8 and 10 reading scores as well as high school completion among second-generation students. Results from this study suggest that increased parental monitoring may be beneficial for higher academic outcomes for first and second generation students. Future research will need to investigate what types of parental involvement may influence third generation students.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/24584 |
| Date | 27 July 2010 |
| Creators | Jamal, Natasha |
| Contributors | Hong, Guanglei |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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