Refugee and Immigrant Parents' Academic Involvement, Resources, and Child Well-Being in German Low-Income Elementary Schools (Poster 36)

• In Event: AERA Poster Session Fourteen
  In Poster Session: Supporting Academic and School Success Through Family, School, Community Partnerships

Abstract

We conducted telephone interviews with N=84 predominantly refugee and immigrant parents (85.71% female) of third- and fourth-graders in multi-ethnic, low-income schools. We assessed parental home and school involvement, knowledge of the education system, educational aspirations, parent-teacher relationship, sense of well-being at school (WBS), resources, child well-being at school, SDQ, and grades. Parental school involvement, knowledge of the education system, resources, and child internalizing symptoms differed between groups. Parental involvement was linked to their resources. Child socio-emotional problems were linked to parental home involvement, aspirations, and WBS. Child well-being at school was linked to parental aspirations, WBS, and contentment with the child’s grades. Our findings underline the importance of parental involvement and expectations for their child’s educational development.

Authors

• Sandy Chwastek, Ruhr University Bochum
  Presenting Author

• Julian Busch
  Non-Presenting Author

• Philipp Jugert
  Non-Presenting Author

• Nele McElvany, TU Dortmund University
  Non-Presenting Author

• Birgit Leyendecker, Ruhr University Bochum
  Non-Presenting Author