01842nam a22002537a 4500003000400000005001700004008004100021022001400062040000900076082002500085100002600110130004000136245014100176300001600317336000900333337001500342338001200357440002700369500109600396650003301492650001201525650003001537700002101567OSt20241002105646.0241002b        |||||||| |||| 00| 0 eng d  a0022-0671  cDSSC  aPer/371.19/F596/2016  aFleischmann, Fenella   aThe Journal of Educational Research  aExplaining parents' school involvement: The role of ethnicity and gender in the Netherlands cby Fenella Fleischmann and Annabel de Haas  app. 554-565  atext  aunmediated  avolume   vvol. 109 n5x0022-0671  aEthnic minority parents are often less involved with their children's schooling, and this may hamper their children's academic success, thus contributing to ethnic educational inequality. The authors aim to explain differences in parental involvement, using nationally representative survey data from the Netherlands of parents of primary school-aged children of Dutch, Turkish, and Moroccan origin. Descriptive findings show lower levels of parental involvement across several domains among ethnic minority compared to Dutch majority parents. Moreover, mothers are significantly more involved than fathers. To explain ethnic and gender gaps in parental engagement, the authors draw on parents' skills and household resources, parenting goals, and self-efficacy as important antecedents for their motivation to become involved. The model explains substantial portions of the variance in parental involvement and succeeds in fully explaining ethnic discrepancies by parents' levels of education and language proficiency. However, the gender gap in parental involvement remains unexplained.    0aParents-Teacher relationship 0aParents 0aParent-child relationship  ade Haas, Annabel