Studying the Involvement of Hispanic Parents and Teachers' Empowerment as Pathways to Students' Academic Performance

• In Event: 54.081 - Poster Session 11
  In Poster Session: 54.081-4 - Teachers and Teaching: Understanding the Social and Cultural Context

Abstract

This study examines the relationship between Hispanic parental involvement, children’s academic performance, and teacher empowerment through their professional trainings. It is believed that parental involvement in their children's school activities is more influential to children's academic performance and educational attitudes than teacher empowerment alone. A total of 339 students, 339 parents and 40 teachers participated in the study. Structural equation modeling was used. The analysis produced an empirical model with a non-significant value of 2 (56.61). Due to the non-significant difference of the p value, the empirical model was found to be a good fit. These results revealed that parental involvement has positive impact on students’ academic performance and teachers’ empowerment has a negative impact when focused on knowledge attainment only.

Authors

• Hector H. Rivera, Texas A&M University - College Station

• Jui-Teng Li, University of New Mexico

• Stephanie Stoll Dalton, CREDE Foundation