Abstract
The purpose of this study was to explore how family distance regulation and other family demographic factors influence parenting behavior and family routines, which, in turn, influences the child's school engagement. The data from the project came from a larger study conducted in a large Northwestern urban area and included both two‐parent and single‐parent families. These two family structures were compared in order to emphasize that it is the foundational family process of family distance regulation that supports other parenting practices as well as chronic stress that leads to school engagement regardless of the number of parents in the household. Implications for practice and the results of this study in relation to previous literature are discussed.
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