Journal of Educational Research
Volume 111, Issue 2, 2018, Pages 127-138
Meaning of parental involvement among Korean immigrant parents: A mixed-methods approach (Article)
Kim Y.A.* ,
An S. ,
Kim H.C.L. ,
Kim J.
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a
Department of Elementary and Early Childhood Education, Bagwell College of Education, Kennesaw State University, Kennesaw, GA, United States
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b
Department of Elementary and Early Childhood Education, Bagwell College of Education, Kennesaw State University, Kennesaw, GA, United States
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c
Department of Library Science, Kennesaw State University, Kennesaw, GA, United States
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d
Department of Secondary and Middle Grades Education, Bagwell College of Education, Kennesaw State University, Kennesaw, GA, United States
Abstract
The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were analyzed. Qualitative analysis resulted in four distinct categories: (a) support at home (68.8%), (b) home–school connection (17.7%), (c) participation in school (5.0%), and (d) duty (8.5%). The category of support at home was divided into three subcategories: Support of nonacademic development (31.9%), support of emotional psychological development (29.1%), and support of academic success (7.8%). A correlational analysis indicated that support of emotional psychological development was negatively correlated with home–school connection and support of academic success. The parents who considered parental involvement to be their duty did not perceive their roles as participating in home–school connections and supporting nonacademic development activities. © 2018 Taylor & Francis Group, LLC.
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Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84988963856&doi=10.1080%2f00220671.2016.1220355&partnerID=40&md5=f6d3ad335f0ae330e6786f295e452c56
DOI: 10.1080/00220671.2016.1220355
ISSN: 00220671
Cited by: 4
Original Language: English