000			01939nam a22002777a 4500
003			OSt
005			20241002105646.0
008			241002b |||||||| |||| 00| 0 eng d
022			_a0022-0671
040			_cDSSC
082			_aPer/371.19/F596/2016
100			_aFleischmann, Fenella _911531
130			_aThe Journal of Educational Research _911399
245			_aExplaining parents' school involvement: The role of ethnicity and gender in the Netherlands _cby Fenella Fleischmann and Annabel de Haas
300			_app. 554-565
336			_atext
337			_aunmediated
338			_avolume
440			_vvol. 109 n5 _x0022-0671
500			_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.
650		0	_aParents-Teacher relationship _911499
650		0	_aParents _911402
650		0	_aParent-child relationship _911400
700			_ade Haas, Annabel _911532
942			_2ddc _cPINDEX
999			_c8292 _d8292