Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

Abstract

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

“We Don't Exactly Fit In, but We Can't Opt Out”: Gay Fathers' Experiences Navigating Parent Communities in Schools

“…Parents are an important part of the school community (Beveridge, 2005), and parent–parent interactions have the potential to be sites of connection and information, and/or alienation and marginalization (Marchand et al, 2019; Sheldon, 2002). As our findings highlight, gay fathers were, overall, fairly involved in their children's schools—and high levels of engagement in school activities (e.g., membership on the PTA; being a room parent) often meant more interactions with other parents, which in turn have the potential to influence gay fathers' future school involvement (Li & Fischer, 2017) and social capital (Sheldon, 2002), and, by extension, children's academic and psychosocial outcomes (Goldberg & Smith, 2014; Jeynes, 2007).…”

“…Parents obtain valuable insights and knowledge through spending time with parent friends—and may also spend more time engaged with the school via such contact (e.g., as a means of deepening social ties and also advocating for outcomes that will benefit their children; Fong, 2019; Sheldon, 2002). Parents who are involved in many school activities tend to know other parents, and vice versa (Li & Fischer, 2017; Sheldon, 2002). Li and Fischer (2017) used national survey data to determine that parental networks (knowing other parents) in the first grade was related to a greater third‐grade school involvement (e.g., participating in PTAs; volunteering), controlling for individual and school characteristics.…”

“…Parents who are involved in many school activities tend to know other parents, and vice versa (Li & Fischer, 2017; Sheldon, 2002). Li and Fischer (2017) used national survey data to determine that parental networks (knowing other parents) in the first grade was related to a greater third‐grade school involvement (e.g., participating in PTAs; volunteering), controlling for individual and school characteristics. Strong relationships with other parents may also indirectly benefit children's social relationships by facilitating parents' initiation of playdates and family get‐togethers, thereby impacting children's connections and friendships within and outside of school (Ladd, Profilet, & Hart, 2016).…”

Do Schools Reduce or Exacerbate Inequality? How the Associations Between Student Achievement and Achievement Growth Influence Our Understanding of the Role of Schooling

“…Indeed, a large body of research suggests that socioeconomic and racial/ethnic segregation between schools is a key factor contributing to academic inequality (Mickelson, 2015;Owens, 2018;Phillips & Chin, 2004;Reardon, 2016aReardon, , 2016bRumberger & Willms, 1992). Multiple explanations have been offered for why school composition might matter for student achievement, including disparities in economic, social, and cultural capital (Bridwell-Mitchell, 2017;Li & Fischer, 2017); the so-called peer contagion effects associated with education-related norms, values, and behaviors (Jencks & Mayer, 1990;Nomi & Raudenbush, 2016;Palardy, 2013;Wilkinson, 2002); and the quality of instruction and curriculum (Dreeben & Barr, 1988;Goldhaber, Lavery, & Theobald, 2015;Lankford, Loeb, & Wyckoff, 2002;Palardy, 2015).…”

Introducing Preservice Teachers to Family-Centered Practices: A Scoping Review

“…Jeynes (2007) found that school outreach programs (e.g., invitation sent home with child) had an effect size of 0.29 on parents' self-reported motivation to become involved, indicating that whether involvement is suggested by the school or initiated by parents, there is a positive impact. Similarly, Li and Fischer (2017) found that parent involvement seems to have an iterative effect, leading to networks among parents, which, in turn, foster more parental involvement and school success.…”