Including fathers in the picture: A meta-analysis of parental involvement and students’ academic achievement.

Abstract

Extant research on parental involvement in education has been conducted largely without respect to which parent is involved. The implicit assumption is that family–school relationship frameworks function similarly for fathers and mothers. Although there is a growing body of research examining fathers’ involvement in education, this assumption has not been tested. In this meta-analysis, we examined the relative strength of the association between educational involvement of fathers versus mothers and achievement of school-age children (kindergarten to 12th grade). The association of involvement with achievement over time (i.e., longitudinal studies) was stronger than for cross-sectional studies. Parental involvement in education was positively associated with student achievement and the relation between involvement and achievement was equally strong for fathers and mothers, although mothers’ mean levels of involvement were higher than fathers’. Moderator analyses across the different types of involvement suggested that school-based involvement and intellectual enrichment at home was more strongly related to achievement for mothers than for fathers, although there were no differences in mean levels of involvement.

Parental Absence Accompanies Worse Academic Achievements: Evidence Based upon a Sample of Left-Behind Children in Rural China

“…Empirical research conducted in different cultures consistently reported the low-level involvement of fathers in caring or educating children (e.g., Hossain and Anziano, 2008;Sanders et al, 2010;Huang et al, 2012). Moreover, Kim and Hill's (Kim and Hill, 2015) metaanalysis also found that the mean-level of parental involvement of mothers was significantly higher than that of fathers. Therefore, the weak association of father's presence with children' academic achievement is likely due to the lack of effective parental fathers in family.…”

“…A meta-analysis conducted by Jeynes (2015) demonstrated the statistically significant association between father's parental involvement and children's educational outcomes (academic achievement, psychological outcome, cognitive ability, etc.). Furthermore, another meta-analysis conducted in 2015 by Kim and Hill (2015) indicated that the role of parental involvement of fathers in children's academic performance was just as strong as that of mothers. Nevertheless, researchers realized that even though father's parental involvement played a crucial role in children's psychological development, "their behavior falls short of ideal" (p. 976; Atkinson and Blackwelder, 1993).…”

‘It’s the most important thing – I mean, the schooling’: father involvement in the education of children with autism

“…A more fundamental, attitudinal explanation for a lack of father inclusion relates to negative assumptions concerning paternal abilities in nurturing children (Kim et al, 2015). Hawkins and Dollahite (1997) identified a 'deficit model' of fatherhood in which "fathering is seen as a social role which men generally perform inadequately" (p.…”

“…However, Kim & Hill ( 2015) highlighted that "the parenting literature is still largely focused on mothers" (p.919), based on an on-going belief that mothers are more closely concerned with their children's education (Goldman, 2005;Lamb and Lewis, 2010).…”

Η Γονική Εμπλοκή Υπό Το Πρίσμα Της Θεώρησης Του "Εκπαιδευτικού Θύλακα" Του Παιδιού

“…Ως εκ τούτου, γίνεται κατανοητό ότι δεν υπάρχει κοινή αντίληψη για το είδος και τις διαστάσεις της εμπλοκής με βάση το φύλο του γονέα. Επομένως, μια θεωρητική προσέγγιση για την έννοια και τη λειτουργία της γονικής εμπλοκής είναι σημαντικό να ανταποκρίνεται στους ρόλους και τις συμπεριφορές και των δύο γονιών αλλά και άλλων ατόμων κυρίαρχης φροντίδας/κηδεμονίας, σε σχέση με το παιδί και την εκπαίδευσή του (Kim & Hill, 2015).…”