The Home-School Psychological Contract: Implications for Parental Involvement in Middle Schooling

Relationship of family support and ethnic minority students' achievement in science and mathematics

“…On the other hand, teachers favored communication with families over involving families in educational decisionmaking processes. Renihan and Renihan (1995) categorized family -teacher relationships into three categories: adversarial is characterized by conflict between school and home; independent is characterized by a maintenance of distance; and collaborative is characterized by partnership, constant communication, and joint decisionmaking. Although the latter is the ideal and probably a rarity, teachers can do much to enhance the support families are able to give their early adolescent children.…”

“…Parents can be supportive by talking to their child about their teachers, setting curfews, reinforcing behavioral and academic expectations, and becoming more knowledgeable about the school and education in general. Family support is a factor in general academic achievement and in children's expectations of themselves (Kit-fong Au & Harackiewicz, 1986;Renihan & Renihan, 1995;U.S. Department of Education, 1994).…”

“…The role of families in the development of intelligence, achievement, and social competence in their children has been well documented (Dierking & Falk, 1994;Epstein, 1987;Fehrmann, Keith, & Reimers, 1987;Parsons, Adler, & Kaezala, 1982;Renihan & Renihan, 1995;Simon, Whitbeck, & Conger, 1994). Efforts have been made to identify and understand the nature of parenting style, family characteristics, home conditions, and parent -child interactions which influence the development of the academic interests and competencies of children (Kit-fong Au & Harackiewicz, 1986;Lynch & Stein, 1987;Steinberg, Lamborn, Dornbusch, & Darling, 1992;U.S.…”