The Relative Importance of Parental Configuration for Latinx Students’ Educational Attainment

Bibliographic Data

ID6064090
AuthorsJuan Battle (0000-0003-4655-1986, The Graduate Center, The City University of New York, New York, NY, USA), Anthony P Browne (0000-0002-3655-8896, Hunter College, The City University of New York, New York, NY, USA, corresponding author)
Year2018
Volume40
Issue3
Pages351-368
Publication date2018-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueHispanic Journal of Behavioral Sciences (JOURNAL)
Journal identifiersISSN: 0739-9863 • E-ISSN: 1552-6364
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0739986318777464
OpenAlexW2884532146
LanguageEN
Citations received4
References cited26

Although many studies have examined the importance of parental configuration for Latinx students’ educational attainment, few have considered the longitudinal impact of one versus two-parent households on Latinx children’s educational attainment. This article employs intersectionality as a theoretical framework and utilizes a nationally representative sample from the National Center for Education Statistics’ (NCES) Education Longitudinal Study to investigate the importance of parental configuration on educational attainment. Findings show that (1) parental configuration had no impact; (2) though analyses were conducted separately for males and females, no major gender differences were found; and (3) for the final/full models, public schools mattered for female students, while parental social capital and socioeconomic status mattered for both female and male students

Demographic economics · Developmental psychology · Economic growth · Economics · Educational attainment · Human capital · Intersectionality · Longitudinal study · National Longitudinal Surveys · Population · Socioeconomic status · Sociology · Demography · Gender Studies · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance · Urban, Neighborhood, and Segregation Studies