Family Educational Culture: Its Meaning, Measure, and Contribution to Student Learning

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iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=3D-FE-0A-B5-A7-14-6D-80-5B-C5-C0-58-B8-AF-74-18

Abstract

This study examined the psychometric properties of an instrument used to measure a new construct we label Family Education Culture (FEC). Using data from 1143 teachers, state tests of student achievement, along with a measure of students’ SES, we conducted second-order Confirmatory Factor Analysis (CFA), the Many-Facet Rasch (MFR) Model, and Structural Equation Modeling- Multiple Indicators, Multiple Causes analysis (SEM-MIMIC). Three family conditions (parent expectations, forms of communication in the home, and parents’ social capital related to schooling) formed a general latent construct FEC. The survey developed to measure this construct had very good reliability, construct validity, and predictive validity. FEC was a significant mediator of school leadership’s influence on student achievement. Implications for practice and future research are outlined.

Authors

• Kenneth A. Leithwood, University of Toronto - OISE

• Jingping Sun, University of Alabama

• Cheng Hua, University of Montevallo

• Sijia Zhang, University of North Carolina - Charlotte