Who makes the cut? Parental involvement and math trajectories predicting college enrollment

Abstract

The present study examined the associations between parental involvement and college enrollment using a national sample of 3116U.S. youth (52% male, 70% White). Four dimensions of parental involvement (academic values, behaviors promoting future academic success, home structure, and school involvement) were examined from 7th–12th grade. Higher initial levels of all four parenting dimensions in junior high school were associated with a greater likelihood of college enrollment. Less steep declines in academic values and behaviors promoting future academic success, and increases in school involvement were also associated with an increased likelihood of college enrollment. Math achievement trajectories from 8th through 12th grade were examined as mediators of these associations. Math achievement intercepts mediated the association between the parental involvement intercepts (academic values, behaviors promoting future academic success, home structure, and school involvement) and college enrollment. No mediation was detected among math achievement linear slopes. Practical implications are discussed.