Introduction/Purpose There is an achievement gap between African American and white students with Latino students because language barriers, limited parental education, poverty, discrimination and residential instability (Walker, Ice, Hoover-Dempsey & Sander, 2011, p.411). In addition, the perspective of many schools on Latino families’ abilities and parent involvement is a contributing factor to the achievement gap. Walker et al. (2011) explains that some schools may not understand the many ways families can be involved, their preference in the type of family involvement in regards to different cultures and their overall motivation. The purpose of this study is identify factors that motivate parent involvement behavior of Latino parents’
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Walker et al., (2011) surveyed 147 Latino parents to identify their perspective on the role of parents in their children’s educational outcome, their self-efficacy for involvement, the extent of general school invitations, specific teacher invitation, student invitations, the amount of time and energy they have for involvement and their skills and knowledge to be involved (Walker et al., 2011). The results revealed that parents are more involved at home instead of school, parents believe there is a shared responsibility for parents and teachers in their children’s educational outcomes However, the idea that parents have the primary responsibility for their child’s educational outcomes was positively linked to high levels of self-efficacy for involvement. In addition, time and energy was positively related to having the skills and knowledge for involvement, and school-based involvement was positively associated with being school-focused and self-efficacy for involvement (Walker et al., …show more content…
A solution is closing the achievement gap is increasing parent involvement. This study examined the factors that motivate parent involvement behavior of Latino parents’ (Walker et al., 2011). One of the key findings is that parents are more involved with their children at home than at school. Overall, this message helps schools realize that although parents may not seem very involved at school it does not mean that they are not involved at home. This study creates awareness for school personal to understand that parent involvement is diverse and can occur in many different ways and settings (Walker et al.,
Walker et al., (2011) surveyed 147 Latino parents to identify their perspective on the role of parents in their children’s educational outcome, their self-efficacy for involvement, the extent of general school invitations, specific teacher invitation, student invitations, the amount of time and energy they have for involvement and their skills and knowledge to be involved (Walker et al., 2011). The results revealed that parents are more involved at home instead of school, parents believe there is a shared responsibility for parents and teachers in their children’s educational outcomes However, the idea that parents have the primary responsibility for their child’s educational outcomes was positively linked to high levels of self-efficacy for involvement. In addition, time and energy was positively related to having the skills and knowledge for involvement, and school-based involvement was positively associated with being school-focused and self-efficacy for involvement (Walker et al., …show more content…
A solution is closing the achievement gap is increasing parent involvement. This study examined the factors that motivate parent involvement behavior of Latino parents’ (Walker et al., 2011). One of the key findings is that parents are more involved with their children at home than at school. Overall, this message helps schools realize that although parents may not seem very involved at school it does not mean that they are not involved at home. This study creates awareness for school personal to understand that parent involvement is diverse and can occur in many different ways and settings (Walker et al.,