When Daddy Comes to School: Father-School Involvement and Children's Academic and Social-Emotional Skills
Early Child Development and Care
Short Title:
Early Child Development and Care
Format:
Journal Article
Publication Date:
2018/01/01/
Pages:
208 - 219
Sources ID:
90586
Notes:
Accession Number: EJ1168112; Acquisition Information: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals; Language: English; Education Level: Kindergarten; Reference Count: 43; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2018
Visibility:
Public (group default)
Abstract:
(Show)
The present study used a large sample of mostly non-resident fathers (74%) to determine whether father-school involvement (e.g. attending parent-teacher conferences) predicted better academic and social emotional skills after controlling for the influence of mother-school involvement, the quality of children's home learning environment, and demographics. A total of 3570 children participated in the study (47% European American, 35% African-American, and 18% Hispanic). Although mothers in this study engaged in more frequent involvement in their children's schools, father-school involvement was positively associated with children's reading, math, and teacher-rated approaches to learning scores in elementary school. Furthermore, father-school involvement predicted better reading and math scores after controlling for the influence of mother-school involvement, the quality of children's home learning environment, and demographics.