Family and teacher characteristics as predictors of parent involvement in education during early childhood among afro-Caribbean and Latino immigrant families

Esther J. Calzada, Keng Yen Huang, Miguel Hernandez, Erika Soriano, C. Francoise Acra, Spring Dawson-McClure, Dimitra Kamboukos, Laurie Brotman

Research output: Contribution to journalArticle


Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public schools. Socioeconomic disadvantage was associated with lower home-based involvement. Several factors were associated with higher involvement, including parents’ connection to their culture of origin and to U.S. culture, engagement practices by teachers and parent–teacher ethnic consonance (for Latinos only). Findings have implications for promoting involvement among immigrant families of students in urban schools.

Original languageEnglish (US)
Pages (from-to)870-896
Number of pages27
JournalUrban Education
Issue number7
StatePublished - Jan 1 2015



  • Afro-Caribbean families
  • Early childhood
  • Latino families
  • Parent involvement

ASJC Scopus subject areas

  • Education
  • Urban Studies

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