A Meta-Analysis: The Effects of Parental Involvement on Minority Children’s Academic Achievement
Abstract
A meta-analysis was undertaken, including 21 studies, to determine the impact of parental involvement on the academic achievement of minority children. Statistical analyses were undertaken to determine the overall effects of parental involvement obtained for each study as well as specific components of parental involvement. Four different measures of academic achievement were used. The possible differing effects of parental involvement by gender and socioeconomic status were also considered. The results indicate that the impact of parental involvement overall is significant for all the minority groups under study. For all groups, parental involvement, as a whole, affected all the academic variables under study by at least two tenths of a standard deviation unit. However, among some of the races, certain aspects of parental involvement had a greater impact than did others. The significance of these results is discussed.
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Parental involvement is associated with increased academic achievement for minority students, with effect sizes ranging from 0.22 to 0.48 depending on racial group.
“Association between parental involvement and increased academic achievement for minority students, effect size ranged from 0.22 to 0.48 (depended on racial group).”
From Critical connections: health and academics (2015) · cites this paper as [95]
Five review articles examined the association between family engagement and academic achievement.
“Five review articles examined the association between family engagement and academic achievement.93–97”
From Critical connections: health and academics (2015) · cites this paper as [95]
The positive effects of parental engagement on academic outcomes have been shown for elementary school, middle school, and high school students.
“These positive effects have been shown for elementary school, middle school, and high school students.”
From Critical connections: health and academics (2015) · cites this paper as [95]
Students who have parents engaged in their school lives are more likely to have increased attendance, higher grades and test scores, better social skills, improved classroom behavior, and graduated high school.
“Research has shown that students who have parents engaged in their school lives are more likely to have increased attendance, higher grades and test scores, better social skills, improved classroom behavior, and graduated high school.93–97”
From Critical connections: health and academics (2015) · cites this paper as [95]
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References 46 · Cited by 886
- Authors
- Jeynes, W. H.
- Affiliations
- California State University, Long Beach (US)
- Corresponding author
- Jeynes, William H.
- ORCID
- Jeynes, William H.
- Venue
- Education and Urban Society
- Publisher
- SAGE Publications
- Published
- 2003-02
- Volume
- 35
- Issue
- 2
- Pages
- 202-218
- ISSN
- 0013-1245 (ISSN-L)
- 1552-3535
- OpenAlex
- W2117394635
- Cited by
- 886
- References
- 46
- Citations by year
- 2026: 13 · 2025: 19 · 2024: 18 · 2023: 30 · 2022: 38 · 2021: 35 · 2020: 48 · 2019: 48 · 2018: 60 · 2017: 61 · 2016: 65 · 2015: 78 · 2014: 49 · 2013: 56 · 2012: 52
- FWCI
- 7.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Education and Urban Society (publishedVersion)
- Topics
- Social Sciences › Education › Parental Involvement in Education
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Demography › Family Dynamics and Relationships
- Keywords
- parental involvement, academic performance, minority children, racial differences, socioeconomic status, gender differences
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