Linking Socioeconomic Status to the Academic Achievement of Mexican American Youth Through Parent Involvement in Education

Abstract

This study uses data from 1,609 Mexican American students and their parents who participated in the National Educational Longitudinal Study to examine (a) the influence of multiple socioeconomic components on youth's academic achievement, and (b) whether these effects were mediated by parent involvement in education. Results show that the factor with the strongest direct relationship to youth's test scores was maternal occupation, followed by family income. Maternal education level was also predictive of youth's academic achievement, whereas fathers' education and occupation were not predictive of academic achievement. Parent involvement in education mediated the influence of both family income and maternal education on youth's academic achievement. Pathways between socioeconomic status, parent involvement, and youth's academic achievement suggest that Mexican American parents' abilities to invest economic, social, and human capital in their children's education leads to higher academic achievement among youth.Further, it appears that mothers and fathers play distinct roles in these processes. The article discusses implications of study findings for future research and interventions to improve academic achievement among Mexican American youth.

No Mas Excusas: Parent Latino Initiative

“…For immigrant Latinos, it takes an "extra generation to produce and harness" economic capital due to marginalization (Vallejo, 2009, p. 151). Further, research consistently documents a positive relationship between high socioeconomic status and academic achievement (Hoover-Dempsey & Sandler, 1997;Altschul, 2012;Redford, Johnson & Honnold, 2009). …”

“…Families with more social, cultural, and economic capital tend to invest more of this capital in their children's education, providing "more and better learning opportunities for their children (Willingham, 2012, p. 33). Families with low socioeconomic status, struggling to meet their obligations, experience long-term stress that makes parents less effective and harms children physically, mentally, academically, and socially (Delgado-Gaitan, 2004;Willingham, 2012;Altschul, 2012;Destin, 2013). These parents are working diligently to provide the economic capital to ensure their family's success, and it would be beneficial for these families to become aware that cultivating relationships with teachers, administrators and the parents of their children's classmates is also a significant feature in obtaining their goal to create a better life for their families.…”

“…Research consistently documents a positive relationship between high socioeconomic status and academic achievement (Altschul, 2012;Redford, Johnson & Honnold, 2009). Across ethnicities, students who come from middle and upper income families have higher academic success than do those who come from lower SES homes (Redford, Johnson & Honnold, 2009).…”

“…Of the four males, In sum, these mothers were expected to arrive at their wedding day with their virginity intact, and now their own expectations have grown much grander for their children and more closely aligned with the target culture's definition of success. Altschul (2012) notes that the "hope that parents hold for their children's success in life is often first vetted through their children's success in school. Indeed, doing well academically is related to doing well later in life economically" (p. 13).…”

“…According to the American Psychological Association, low SES correlates to "lower education, poverty, and poor health" (apa.org). Families with low socioeconomic status, struggling to meet their obligations, experience long-term stress that "makes parents less effective" and harms children physically, mentally, academically, and socially (Delgado-Gaitan, 2004;Willingham, 2012;34;Altschul, 2012). Low SES families often live with much uncertainty about employment, health, and safety (Willingham, 2012).…”