Let’s Talk

An Examination of Parental Involvement as a Predictor of STEM Achievement in Math for High School Girls

Datos Bibliográficos

ID10856413
AutoresNicol R Howard (0000-0002-1990-8559, University of Redlands, CA, USA, autor de correspondencia), Keith E Howard (0000-0002-6948-9145, Chapman University, Orange, CA, USA), R T Busse (Chapman University, Orange, CA, USA), Christine Hunt (University of Redlands, CA, USA)
Año2023
Volumen58
Número4
Páginas586-613
Fecha de publicación2023-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaUrban Education (JOURNAL)
Identificadores de la revistaISSN: 0042-0859 • E-ISSN: 1552-8340
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085919877933
OpenAlexW2976245859
IdiomaEN
Citas recibidas15
Referencias citadas53

This research was conducted to examine the influence of parental involvement, in the form of parent conversations, on mathematics achievement for high school girls. Data from the High School Longitudinal Study of 2009 (HSLS:09) public-use file provided a sample of 13,694 students, including 6,592 girls for our analyses. A scale for measuring parent conversations was developed and regression analyses were conducted to examine whether this scale variable predicted mathematics achievement. Results indicated that conversational parental involvement was a significant predictor of mathematics achievement for Black and White girls, but not Hispanic and Asian. Implications for research and policy initiatives are discussed

Academic achievement · Developmental psychology · Mathematics education · Regression analysis · Sample (material) · Scale (ratio) · Diverse Education Studies and Reforms · Early Childhood Education and Development · Mathematics · Parental Involvement in Education · Psychology