Theme: Parents
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Parent academic involvement as related to school behaviour,
achievement, and aspirations: Demographic variations across
adolescence.
Author:
Hill, N.E; Castellino, D.R; Lansford, J.E; Nowlin, P; Dodge, K.A; Bates,
J.E.; Pettit, G.S.
Publisher:
Child Development (2004) 75(5), pp.1491-1509
Introduction
In what way does demographic background (socio-economic status
and ethnicity) influence parental academic involvement in their
children’s schooling?
Previous research has shown that parental involvement in schooling affects achievement
which in turn influences career and educational aspirations. This research article investigated
the influence demographic background (socio-economic status and ethnicity) had on parental
involvement in children’s schooling and how this influenced achievement, aspirations and
behaviour.
The research consisted of a multi-site longitudinal study of 463 families in the US states of
Tennessee and Indiana. The study involved students from 7th grade (year 7, 12 years old)
through to 11th grade (year 11, 16 years old).
The researchers found that parental socio-economic status and ethnicity both directly and
indirectly influenced parental involvement in schooling and children’s progress.
Their findings will be useful to both practitioners and parents as they highlight the subtle
differences in parental academic involvement in schooling and how these influence
achievement, aspirations and behaviour.
Keywords:
USA; Key Stage 3; Key Stage 4; Secondary schools; Parents; Socioeconomic influences;
Aspirations; Behaviour; Ethnicity
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Contents
What did the researchers mean by parental academic involvement and how did they
measure demographic background?
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What were the aims of this study?
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What did the research find out about parental academic involvement in schooling?
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How did the researchers explain their findings?
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How was the study designed?
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What are the implications of the study for practitioners?
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Where can I find out more?
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Page 3
What did the researchers mean by parental academic involvement
and how did they measure demographic background?
Parental academic involvement was defined in the study as parent’s involvement with
schools and with their children to benefit their educational outcomes. Examples of this given
by the researchers included volunteering, attending PTA meetings, parent-teacher contact
and communication, and involvement in academic-related activities at home. They
suggested parental academic involvement works to establish relationships with teachers,
school administrators, other parents and fosters information about school policies and
behavioural expectations.
Demographic background was assessed through the parental and family socio-economic
status considering: parental education, income, occupational status and ethnicity.
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What were the aims of this study?
The researchers investigated the influence parental socio-economic status and ethnicity had
on parental involvement in children’s schooling and how this influenced achievement,
aspirations and behaviour.
Existing research suggests that behavioural problems (aggressive-antisocial behaviour)
affect achievement, and that parental academic involvement can improve school
performance through reducing these problems. Previous research has also shown that
parental socio-economic status and ethnicity affect schooling and occupational attainment.
Adolescents from lower socio-economic backgrounds and ethnic minorities have been found
to achieve lower academic performance, complete fewer years of schooling and having lower
career aspirations.
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What did the research find out about parental academic
involvement in schooling?
The study found that parental socio-economic status and ethnicity had unique influences on
schooling. A significant association was identified between parent’s involvement in schooling
and aspirations, but not young people’s achievement. Adolescent development does not
occur in isolation but in interconnected systems including the family and school, and
demographic background can change how parental academic involvement functions to
promote school performance.
The research investigated the influence demographic background had on parental academic
involvement, and the findings were as follows:
Higher parental education
 adolescents from families with higher levels of parental education experienced fewer
behavioural problems (social, attention and aggression), which has been linked to lower
achievement and aspiration (but not work or career aspirations).
Lower parental education
 parental academic involvement from parents with lower educational levels resulted in
increased adolescent educational and career aspirations (the desire to be upwardly
mobile) but did not improve behaviour or achievement.
Ethnicity
 a direct relationship was identified between parental academic involvement and
achievement for African Americans but not for European Americans.
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How did the researchers explain their findings?
The researchers suggested the following reasons for their results:
 parental involvement in schooling often declines during adolescence, as involvement can
lead to conflict with the adolescent’s need for autonomy, independence and detachment
from family;
Higher parental socio-economic status
 young people are indirectly influenced by parental academic achievement and
occupation, this may result in them modelling the positive achievements of their parents.
Lower parental socio-economic status
 again young people may model their parent’s lower socio-economic status in both
education and occupation;
 parents with lower socio-economic status may not become involved in their children’s
schooling in ways that enhance or change school behaviour or performance, but their
involvement may communicate their expectations for their adolescents’ future success
and upward mobility; and
 parents with lower educational levels may not be comfortable or capable of assisting their
children with school work, this results in a lack of guidance, support and involvement from
parents into their children’s schooling.
Ethnicity
 perceived or actual discrimination has resulted in African American parents distrusting
schools and monitoring rather than collaborating with them; and
 for European American families there may be many factors that influence achievement,
and parental academic involvement may be less influential as a unique factor.
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How was the study designed?
The research consisted of a multi-site longitudinal study, of 463 families (originally 585) in the
US states of Tennessee and Indiana. 83% of the sample were European American, 16%
were African American and 1% was other ethnic groups. There was an even split in the
sexes of the sample. Participants for the study were recruited when the children entered
kindergarten in 1987/8 and were monitored through to 11th grade (Year 11, 16 years old).
Parental academic involvement was assessed from multiple perspectives, including
teachers, adolescents and mothers through the use of questionnaires.
Assessment took a number of forms:
 academic achievement was measured through 6th and 9th grade (11 and 14 years
old) achievement test scores (equivalent of SATS) along with maths, reading and
English grades;
 adolescent aspiration including both educational and occupational aspirations were
assessed in 11th grade (16 years old). Adolescents were asked to report their
chances of graduating from high school and going on to college. Occupational
aspiration was assessed by asking what occupation adolescents wished to have
when they grew up; and
 school behaviour was measured in 8th grade (13 years old) through teacher reports
of behaviour and a behavioural checklist which focused on social problems, attention
problems and aggression; and

school records were viewed for 6th (11 years old) and 9th grade (14 years old).
Demographic background was assessed through socio-economic status: parental education,
family income, occupational status and ethnicity.
The data collected was processed quantitatively through statistical analysis.
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What are the implications of the study for practitioners?
In completing this digest, the authors began to ask the following questions about implications
for practitioners:
 how can practitioners foster a positive relationship between parental academic
involvement and their children’s achievement?
 Would you find it helpful to discuss with colleagues strategies for channelling both
parental and student’s aspiration into achievement?
School leaders may wish to consider the following implications:
 this study has identified the important, yet complex relationship that exists between
parents and young people’s schooling. Could you do more to help your colleagues
understand and nurture the parent-student relationship in your institution?
 the research highlighted a lack of support for parents which resulted in a failure of
students to reach their potential. Could you do more to provide support, education
and guidance for parents in your institution?
 how could you exploit parental academic involvement in post-16 transition, both
academically and vocationally?
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Where can I find out more?
Practitioners may like to read summaries of other studies concerning parental involvement
on the TRIPS site, for example:
The determinants of parental effort in education production: do parents respond to changes
in class size? Available at:
http://www.standards.dfes.gov.uk/research/digests/WedJul141142412004/
Parental involvement in the development of children's reading skill: a five-year longitudinal
study. This is a Canadian study which investigates parental influences on children’s reading
skills. Available at:
http://www.standards.dfes.gov.uk/research/digests/MonMar81353352004/?view=amzRsStan
dard
High school outreach and family involvement. This is a US study which investigates how
schools can do more to encourage parents to get involved in their children’s education.
Available at: http://www.standards.dfes.gov.uk/research/digests/ThuOct211531442004/
Other Resources
A whole publication of the International Studies in Sociology of Education journal dedicated
to differing forms of parental involvement in children’s education.
Education, Parents and Community: a new agenda (theme of publication) (1999)
International Studies in Sociology of Education, 9(3). Available at:
http://www.triangle.co.uk/iss/ (Accessed: 05/04/05)
ESRC funded study into children’s experiences and perspectives on parent’s involvement in
their education.
Edwards, R; David, M & Allared, P (1999) Parental Involvement in Education; Children and
Young People’s Views ESRC. Available at:
http://www.hull.ac.uk/children5to16programme/details/edwards.htm (Accessed: 05/04/05)
Government report on New Deal for Communities looking at parental involvement in
education, includes Bristol, Coventry and Hackney case studies.
Lall, M; Campbell, C & Gillborn, D (2004) Parent Involvement in Education Research New
Deal for Communities: The National Education, Educational Policy Research Unit Report 31.
Available at:
http://ndcevaluation.adc.shu.ac.uk/ndcevaluation/Documents/Research%20Reports/RR31.pd
f (Accessed: 05/04/05)
Flouri, E & Buchanan, A (2004) Early father’s and mother’s involvement and child’s later
educational outcomes British Journal of Educational Psychology, 74(2), pp.141-153.
Summary available at:
http://puck.ingentaselect.com/vl=632498/cl=86/nw=1/rpsv/cw/bpsoc/00070998/v74n2/s1/p14
1 (Accessed: 05/04/05)
DfES report into parenting programmes which improve attendance and behaviour in schools.
Hallam, S; Rogers, L & Shaw, J (2004) Improving children’s behaviour and attendance
through the use of parenting programmes: an examination of good practice DfES Research
Report RR585. Available at: http://www.dfes.gov.uk/research/data/uploadfiles/RR585.pdf
(Accessed: 01/04/05)
Research report into the benefits of out-of-school-hours activities.
McBeath, J. et al (2001) The Impact of Study Support DfES Report no 273. Summary
available at: http://www.gtce.org.uk/research/supportstudy.asp (Accessed: 05/04/05)
An example from the US state of Texas, highlighting the issues they face with regards to
parental involvement in schooling.
Parental involvement in education (1999) Measuring Up; The State of Texas Education.
Available at: http://www.cppp.org/kidscount/education/parental_involvement.html (Accessed:
01/04/05)
A detailed Scottish investigation into parent’s views on improving their involvement in
children’s schooling.
Russell, K & Granville, S (2005) Parent’s Views on Improving Parental Involvement in
Children’s Education Edinburgh, Scottish Executive. Available at:
http://www.scotland.gov.uk/library5/education/pvipicm-00.asp (Accessed: 01/04/05)
DfES leaflet giving an overview of the issues surrounding parental involvement in schooling.
The impact of Parental Involvement on Children’s Education DfES Research Report 0339.
Available at: http://www.teachernet.gov.uk/_doc/5637/PICE%20Topic%20Paper.pdf
(Accessed: 01/04/05)