Examining Socio-Cultural and Neighborhood Factors Associated with Trajectories of Mexican-Origin Mothers’ Education-Related Involvement

Abstract

Parental involvement in education is an important determinant of youth's academic success. Yet, there is limited knowledge on how Latino parents' education-related involvement changes over time. Using data from a longitudinal study of 674 Mexican-origin families (mother-adolescent dyad; M of child at Wave 1=10.4, SD = 0.60), we examined trajectories of parental involvement from 5 to 11 grade and the effects of socio-cultural (e.g., family SES and acculturation) and contextual (e.g., neighborhood) factors on these trajectories. Results showed that mothers reduced two aspects of the educational involvement: home-based involvement and academic aspirations, but increased on a third aspect of involvement, resource seeking. Furthermore, family SES, acculturation, and neighborhood context were differentially associated with mothers' involvement at 5 grade and predicted changes in involvement across elementary and high school.

The relationship between family involvement and academic variables

“…Two of the articles included in the review delved into family involvement in minority groups, specifically Latin American immigrants in the United States (Bhargava, Bámaca-Colbert, Witherspoon, Pomerantz, & Robins, 2017;Kuperminc, Darnell, & Alvarez-Jimenez, 2008). Moreover, four of the studies included in the review focus on family involvement with adolescents at risk of social exclusion or poverty (Benner, Boyle, & Sadler, 2016;Bhargava et al, 2017;Kuperminc et al, 2008;Patton, Woolley, & Hong, 2012). All the studies agree that family involvement acts as a protective factor against socioeconomic adversity in academic variables, promoting permanence in the education system and academic success.…”

“…There are also studies reporting the relationship between family involvement and other aspects of education. As an example, Bhargava et al (2017) suggest that strategies of school involvement of Latino immigrant families in the United States prevent high dropout rates and poor academic performance in adolescents and young people. Moreover, socioeconomic status, acculturation, and neighborhood context relate to the family involvement at home and school (the higher the level of socioeconomic status, the more strategies).…”

Spanish Adaptation of the Family Involvement Questionnaire - High School: Version for Parents

“…Despite the importance of parental involvement in the various educational stages, families tend to be more involved in first academic years, especially in kindergarten and primary school, and less in high school (Bhargava et al, 2017;Spera, 2005). Decrease in involvement of families in adolescence may have an impact on academic performance (Epstein, 2011), increasing the possibility of school dropout and failure (Stormshak et al, 2009).…”

“…Decrease in involvement of families in adolescence may have an impact on academic performance (Epstein, 2011), increasing the possibility of school dropout and failure (Stormshak et al, 2009). This may have an even greater impact on vulnerable adolescents, such as those at risk of social exclusion or in a situation of poverty (Benner et al, 2016;Bhargava et al, 2017;Patton et al, 2012). Furthermore, complex structures of high schools also lead to less monitoring and supervision by school personnel.…”

Mexican‐Origin Adolescent Mothers’ Economic Contexts, Educational Re‐Engagement, and Their Children’s School Readiness

“…Family processes related to the socioeconomic status of Mexican‐origin families may foster both barriers to and supports for their children’s academic achievement (Altschul, 2012; Cabrera et al, 2019). For example, Mexican‐origin parents with higher education may earn greater income, may have more time to be involved with parenting, and may feel more efficacious in helping their children with schoolwork than those with lower education and economic resources, translating into positive academic outcomes for their children (Bhargava, Bámaca‐Colbert, Witherspoon, Pomerantz, & Robins, 2017). Additional research has shown that the relation between socioeconomic status and Latinx children’s pre‐academic skills is mediated by home learning environments, investments, and enrichment activities (Cabrera et al, 2019; Hackman, Gallop, Evans, & Farah, 2015), suggesting an interdependence between family characteristics, their socioeconomic contexts, and children’s school readiness.…”