The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context.
Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.
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Riggs, N.R., Medina, C. The “Generacion Diez” After-School Program and Latino Parent Involvement with Schools. J Primary Prevent 26, 471–484 (2005). https://doi.org/10.1007/s10935-005-0009-5
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DOI: https://doi.org/10.1007/s10935-005-0009-5