Abstract
This chapter provides an overview of the literature documenting the critical role of parents and parent involvement in children’s schooling and academic attainment. The investment model and the family stress model, two theories in developmental psychology, are used to provide the foundation for the review of evidence relating parents and parenting to schooling and academic attainment. These theoretical models highlight the need to interpret studies on the influence of parents and parenting on child schooling and academic attainment in the context of poverty-related stressors, parent social capital, parent cultural beliefs and values, and racism. Next, the evidence for effects of parents and parenting on academic attainment is considered developmentally in two sections: (1) in early childhood and (2) in later childhood and adolescence. Throughout childhood and adolescence, there is strong evidence that parental involvement in learning and education is linked to better academic outcomes. For younger children, parent involvement in learning is broadly defined to include parenting practices that promote social-emotional learning and self-regulation as well as language, literacy and math skills. For older children, academic socialization, the way in which parents convey value for academic attainment, appears to be most critical. As such, it is of utmost importance that teachers and schools engage families through culturally-relevant and racially conscious practices so that parents feel welcomed, valued, and capable of supporting their children’s academic success.
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Brotman, L.M., Barajas-Gonzalez, R.G., Dawson-McClure, S., Calzada, E.J. (2018). Schooling and Academic Attainment. In: Sanders, M., Morawska, A. (eds) Handbook of Parenting and Child Development Across the Lifespan . Springer, Cham. https://doi.org/10.1007/978-3-319-94598-9_12
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