Abstract
This study examines the predictors of parent involvement in 537 Asian American and 12,630 European American parents. Data came from the nationally representative Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), an ongoing study of kindergarten children as they make the transition into and through formal schooling. We used Structural Equation Models (SEM) to examine (1) the influence of parents’ beliefs, expectations, and educational attainment on multiple aspects of parent involvement, and (2) the relationship among multiple aspects of parent involvement across contexts in families of kindergarten children. Results indicated that although Asian American and European American parents may become involved in different ways, the predictors of and relations among different types of parent involvement across contexts are similar.
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