Stepfamily Involvement in and out of School and (Step)children's College Preparation Behaviors: A Latent Cluster Analysis
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | The University of New Mexico, Albuquerque, NM, USA, Montclair State University, Montclair, NJ, USA, Illinois State University, Normal, IL, USA, Indiana University School of Social Work |
| ANO | 2022 |
| TIPO | Artigo |
| PERIÓDICO | Journal of Family Issues |
| ISSN | 0192-513X |
| E-ISSN | 1552-5481 |
| EDITORA | Annual Reviews (United States) |
| DOI | 10.1177/0192513x21993874 |
| ADICIONADO EM | 2025-08-18 |
Resumo
Using a latent class analysis (LCA) with data from a subsample of children in stepfamilies ( N = 6,637) from the 2009 High School Longitudinal Study (HSLS), this study examined how stepfamily involvement in their (step)child's education in and outside of school influenced their (step)child's college preparation. Stepfamily involvement in their (step)child's education in school (e.g., help with homework) and outside of school (e.g., educational experiences such as going to a museum) may help overcome challenges associated with academic and college preparation for children in stepfamilies. Results broadly indicate students with higher stepfamily involvement in education in and out of school had (step)parents who believed that college was attainable, students engaged in more activities that would prepare them for their future, and students took more AP/IB level courses and tests. Together, findings suggest that stepfamily involvement in education both in and out of school is important for their (step)child's college preparation behaviors.