Abstract
Parental involvement in children’s schooling is an important component of children’s early school success. Few studies have examined this construct exclusively among Latino families. Using data from the Early Childhood Longitudinal Study (ECLS-K), the present investigation ( N = 2,051) explored relations between Latino parents’ home and school involvement activities and their children’s literacy skills, and the role of social capital in promoting parents’ involvement practices. Regression analyses showed that parental involvement was a significant predictor of children’s literacy skills above controls. Results also suggest that stronger communication with other parents may be instrumental in increasing both home and school involvement among Latino families, creating a possible avenue through which Latino parents might develop a collective voice within the school sector. Findings have strong implications for teachers, who may be well-positioned to facilitate opportunities for Latino parents to engage in authentic dialogue about their children’s growth, learning, and school success.
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