School expectations for parental involvement and student mathematics achievement: a comparative study of middle schools in the US and South Korea

Bridging School and Parents: Parental Involvement in their Child’s Education

“…It also enables the parents to understand every effort of the school in improving the student's educational attainment. The findings of the current study are consistent with those of Bartel (2010) and Zhao and Akiba (2009) who found that the school's cooperation encourages the parents to engage in various strategies of involvement in their child's education. Apart from that, the attention and the support given by the school also increase the parent's trust on school.…”

“…Similarly, Bartel (2010) found that the school's cooperation encourages more parents to be involved in their child's education at home and at school. Zhao and Akiba's (2009) study, on the other hand, found that students achieve good results in certain subjects when the school principal has high hopes on the parents to support their child's education at home. This support includes the parents' behaviour in ensuring their children complete their homework as well as the parents' behaviour in communicating with the school the problems that are caused by their child at home.…”

Effects of parental monitoring on aggressive behavior among youth in the United States and South Korea: A cross-national study

“…Evidence supports the idea that youth from different countries perceive the concept of parental monitoring somewhat differently across cultural boundaries due to their culturally-defined understanding of the parent-youth relationship (Han & Grogan-Kaylor, 2012). For example, South Korean youth have much closer relationships with their parents and spend more time together (Hong, Lee, Park, & Faller, 2011;Zhao & Akiba, 2009), relative to youth from US families. Research also shows that South Korea is a more family-oriented society, based on principles of Confucianism, with a conspicuous power inequality between parents and their children (Yang, 2009).…”

Evolving Korean Parenting Foundations Revealed through Children’s Perspectives of East Asian Parenting Beliefs, Styles and Practices

“…As such, parental ideologies (parenting beliefs, values and goals) are critical factors influencing the home environment and in the Korean culture, the uncompromised value of academic achievement for the children appears to be highly influenced by the Confucian and familial values of their Korean parents (Akiba & Zhao, 2009;Paik, 2008;Park, 2007;Shin & Yang, 2008;Sorensen, 1994). As a result, the high academic outcomes for students of Korean ethnicity on U.S. national exams suggest that the parenting ideologies (parental beliefs and practices about child development and learning and the mother-child relationship) which guide the child-rearing experience for East Asian (including Korean) parents strongly affect achievement (Choi, Kim, Kim, & Park, 2013;Choi, Kim, Pekelnicky, & Kim, 2013;Chao, 1994).…”