| Ralph McNeal
University of Connecticut
Parental involvement and student outcomes
FINAL REPORT:
Parental involvement is a much investigated area of research. Unfortunately, there are many conflicting findings. In some cases, researchers claim parental involvement positively affects academic achievement (e.g. Coleman 1990, 1991; Epstein 1984, 1990, 1992; Ho Sui-Chi and Willms, 1996; Majoribanks 1979), while others claim parental involvement negatively affects academic achievement (e.g. Brookover et al. 1979; Epstein 1988; Milne et al. 1986). Finally, a third grouping of studies find parental involvement has no significant relationship to academic achievement (e.g. Epstein 1991; Keith 1991).
A parallel body of research investigating the forces affecting dropping out has also been developed. Unfortunately, little research has actually attempted to link the various dimensions of parental involvement to dropping out or other at-risk behavioral outcomes, such as truancy (one exception being Astone and McLanahan 1991). Using the concepts of cultural and social capital, I provide a theoretical framework for why there would exist differential effects of parental involvement across cognitive (e.g. science achievement) and behavioral (e.g. truancy and dropping out) outcomes. I further investigate the variable relatianships between involvement and each outcome across racial and class lines. Findings indicate that parental involvement is generally a salient factor in explaining behavioral but not cognitive outcomes, with greatest support for parent-child discussion and involvement in Parent-Teacher organizations. Findings also indicate that specific dimensions of involvement have greater effects for more affluent and white students. These findings can be considered preliminary support for Lareau's (1989) contention that the greater levels of cultural capital possessed by the members of the upper class magnifies parental involvement's effect for advantaged students.
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