Social disparity of family involvement in Hong Kong: Effect of family resources and family network

Social disparity of family involvement in Hong Kong: Effect of family resources and family network

• Ho, Esther Sui Chu Chinese University of Hong Kong and Hong Kong Center for International Student Assessment

School Community Journal, 16(2), 7-26, 2006

American Association of School Librarians

2006

• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement
• R Educational Policy & Administration
  • RE School Management, School-Parents Relationship

Foreign Students Disadvantaged Parent Participation Family Involvement Parent School Relationship Foreign Countries Social Differences Student Evaluation Secondary Schools Homework Supervision Parent Child Relationship Immigrants Working Class One Parent Family Peer Groups Hong Kong

• Hong Kong

• 1997.7 onwards

• Secondary Education

• View Full Text 全文連結

Using data from Programme for International Student Assessment (PISA) developed by the Organisation for Economic Co-operation and Development (OECD), this study examines the social disparity of family involvement. A total of 4,405 students from 140 Hong Kong secondary schools participated in the first cycle of PISA study identifying four types of family involvement: cultural communication, social communication, homework supervision, and cultural activity. Multi-level analysis was used to examine the major family factors related to these types of family involvement. Consistent with previous research, working-class, immigrant, and single-parent families tend to have lower levels of parental involvement. The effect of these structural factors decreased after family resources, family network, and family norms entered into the multi-level regression model. It can be argued that the social disparity of family involvement is mediated by the deprivation of useful resources, lack of network, and low educational aspiration of the disadvantaged families. The results also suggested that it is not only cooperation between home and school, but also connection between parents and their children's peers that provides the necessary chemistry for success. Educators, parents, and policymakers should be aware that family networking should be extended to include the peers of the teenagers if they want to enhance family involvement in education.
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• English

Journal Articles

• 1059308X

https://bibliography.lib.eduhk.hk/en/bibs/5a64eac1

2010-11-24