Parental Involvement And Academic Achievement

1016 Words5 Pages
While all forms of parental involvement in a child’s education are recognized for their individual importance and merit, for the purposes of this study, we are particularly interested in parental involvement as it relates to academic achievement and school readiness of first time Kindergarten students. We acknowledge that despite empirical evidence substantiating parental involvement as the primary predictor of school readiness and academic achievement, other variables come into play such as socio-economic status, family structure (i.e. divorce), ethnicity, participation in pre-Kindergarten programs, education level of the maternal figure, native language (if not English), and exposure to violence, among other contributing factors not listed here (Fan & Chen, 2001; Jung, 2016). It is with this understanding and acknowledgement that we attempt to delve deeper into the subject of parental involvement in a single area of interest that lacks extensive research. Literature Review More and more mothers in the U.S. are choosing to work outside of the home as opposed to staying home full time with their children who are not yet in Kindergarten. As mothers devote 40+ hours of their week, not including driving time or overtime, we’re left to wonder how much of a working mother’s remaining time is spent in quality engagement with her child(ren). Can modern-day mothers truly have the best of both worlds? And can we assume that if parental involvement is the key factor in a child being school ready, can we also assume that a working mom just cannot offer her children the same number of quality early experiences as that of a stay-at-home mom? These are just a few of the questions surrounding this topic, and we attempt to answer some of them i... ... middle of paper ... ...me: the best interest of the child(ren), inability to find work, disabled, etc.). In 2012, mothers with a working husband, who chose to stay home, accounted for 2/3 of SAH moms (Pew Social Trends, 2012). It is this group that we are particularly interested in for the purposes of the present study. No doubt, mothers from each camp can give personal testimonies and strong arguments for their chosen stance on the issue, and research can be found in favor of either side. However, researchers have yet to arrive at a definitive consensus in regard to the affects of maternal employment on the school readiness of pre-Kindergarten children. Ellen Galinsky (2010) posits that, “The impact of a mother’s employment depends; it depends upon the children’s experiences in their families and in their child-care situations.” Theories like this seem to only muddy the waters further.
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