Connecting the Dots: Patterns and Mechanisms of Parent-Child Engagement in Texts4Teens

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Abstract

This qualitative study examines how parents respond to a nudge-based text messaging intervention, Texts4Teens, designed to promote academic and socioemotional engagement during middle school. Drawing on over 7,000 open-ended responses from surveys and text replies across eight Texas school districts, we analyze parents’ receptiveness to the program and shifts in parent-child engagement. Guided by nudging theory and cultural capital theory, we identify five key themes—child development, knowledge building, parents’ investment in the program, reciprocal effort, and accessibility—and explore subgroup differences by language and district type. Findings highlight both the strengths and limitations of text-based nudges, offering practical insights for designing culturally responsive, scalable interventions that support diverse families during an important developmental period.

Authors

• Brian Holzman, Texas A&M University

• Oralia Zamarripa, Texas A&M University

• Shuyu Wang, Texas A&M University

• Jinhua Zhao, Texas A&M University

• Susanna Loeb, Stanford University

• Kalena Cortes, Texas A&M University