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Cited by 627Parental Involvement in EducationEducation and experiences of immigrants and refugeesFamily Dynamics and Relationships

Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

Turney, Kristin, Kao, Grace·2009·The Journal of Educational Research
DOI 10.3200/joer.102.4.257-271
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Abstract

Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school. Minority immigrant parents, compared with native-born parents, reported more barriers to participation and were subsequently less likely to be involved at school. Among immigrant parents, time spent in the United States and English language ability were positively associated with involvement, but these associations differed by race. Barriers to involvement serve as another source of disadvantage for immigrant parents and their children.

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Crossref · 10.3200/joer.102.4.257-271

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  • The choice of childcare provisioning strategy determines the professional pathways and social mobility of migrant women and has paramount influence on the futures of migrant children.

    “The choice of childcare provisioning strategy is highly consequential, since it not only determines the professional pathways and social mobility of migrant women but has also paramount influence on the futures (e.g. educational attainment) of migrant children (Turney & Kao, 2009).”

    From Tightening early childcare choices – gender and social class inequalities among Polish mothers in Germany and the UK (2018) · cites this paper as Turney & Kao, 2009

  • Foreign-born spouses with limited language proficiency have greater difficulties with socialization, career options, adjusting to a new culture, and childrearing.

    “Foreignborn spouses who have limited language proficiency have greater difficulties with socialization, (Imamura, 1990;Romano, 2008;Turney & Kao, 2009), career options, adjusting to a new culture, and childrearing (Ali, 2008;Breger & Hill, 1998;Yaman, Mesman, van IJzendoorn, & Bakermans-Kranenburg, 2010).”

    From Parenting Stress and Social Support among Cross-national and Traditional Families (2017) · cites this paper as Turney & Kao, 2009

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Authors
Turney, K., & Kao, G.
Affiliations
University of Pennsylvania (US)
ORCID
Venue
The Journal of Educational Research
Publisher
Informa UK Limited
Published
2009-05
Volume
102
Issue
4
Pages
257-271
ISSN
  • 0022-0671 (ISSN-L)
  • 1940-0675
DOI
10.3200/joer.102.4.257-271
OpenAlex
W1966044617
Cited by
627
References
51
Citations by year
2026: 22 · 2025: 32 · 2024: 18 · 2023: 28 · 2022: 43 · 2021: 49 · 2020: 52 · 2019: 47 · 2018: 45 · 2017: 49 · 2016: 53 · 2015: 41 · 2014: 40 · 2013: 35 · 2012: 28
FWCI
100.88
Type
journal article
Language
en
Open access
closed
Locations
The Journal of Educational Research (publishedVersion)
Funders
  • Russell Sage Foundation
  • Spencer Foundation
Topics
  • Social Sciences › Education › Parental Involvement in Education
  • Social Sciences › Education › Education and experiences of immigrants and refugees
  • Social Sciences › Demography › Family Dynamics and Relationships
Keywords
parental involvement, immigrant parents, racial disparities, time in United States, English proficiency, Early Childhood Longitudinal Study-Kindergarten Cohort, kindergarten children, immigrant disadvantage

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