Parental involvement with children at home, in school, and in the community is one of the most important factors in educational success. Yet we know very little about the most effective approaches to parental intervention. Moreover, not all parents have the same resources or opportunities to act on the educational expectations they have for their children.This book examines the resources available to parents and the actions parents can take to further their children's education. It is the first study of the subject based on major survey data, drawing from the National Education Longitudinal Study of 1988?a national survey of 26,000 eighth graders, their parents, teachers, and school administrators. The authors explore several important debates, including the extent to which parental involvement can mitigate the constraints of poverty for minorities and disadvantaged students, school choice and equality of educational opportunity, and the effects that school-sponsored activities involving parents have on educational performance.Certain to change the thinking of educators and policymakers, this book is essential reading for scholars and parents as well.
Parents, Their Children, and Schools: An Introduction; (Barbara Schneider. ); Parent Involvement in the Home, School, and Community; (Chandra Muller and David Kerbow. ); Family Structure Effects on Student Outcomes; (Seh-Ahn Lee. ); Parent Involvement and Academic Achievement: An Analysis of Family Resources Available to the Child; (C. Muller. ); Parental Intervention in the School: The Context of Minority Involvement; (D. Kerbow and Annette Bernhardt. ); Parent Choice and Inequality; (James S. Coleman, Kathryn S. Schiller, and B. Schneider.)
Biography
James S. Coleman was University Professor at the University of Chicago until his death in 1995. Barbara Schneider is co-director of the Alfred P. Sloan Center on Parents, Children, and Work, and is professor of sociology at the University of Chicago. She has co-authored a number of books including The Ambitious Generation and Transforming Schools .
