A Cross-Cultural Study of Father–Son Dyads With European Secondary (Germany, Cyprus) and Asian Elementary Students (Thailand, Taiwan)

• In Event: 49.023 - International Perspectives on Leadership and Family Relationships

Abstract

This cross-cultural study examines father-son dyads from Asian (N=166) and European (N=257) families. We collected information about the subjects’ perceptions of the same school-related dimensions of parental involvement and its impact on the boys’ achievement. Our findings for the Asian dyads showed that the fathers are more involved with their sons’ than with their daughters’ education, but none of the five involvement dimensions affected the boys’ achievement. By contrast, the European fathers are even more involved in their sons’ education than the Asian fathers, and two of their involvement dimensions (parental expectations, help) affected the boys’ math achievement.

Authors

• James R. Campbell, Saint John's University

• Ailene Cavaliere, St. John's University