Document Type
Article
Publication Date
9-26-2019
Abstract
This research was conducted to examine the influence of parental involvement, in the form of parent conversations, on mathematics achievement for high school girls. Data from the High School Longitudinal Study of 2009 (HSLS:09) public-use file provided a sample of 13,694 students, including 6,592 girls for our analyses. A scale for measuring parent conversations was developed and regression analyses were conducted to examine whether this scale variable predicted mathematics achievement. Results indicated that conversational parental involvement was a significant predictor of mathematics achievement for Black and White girls, but not Hispanic and Asian. Implications for research and policy initiatives are discussed.
Recommended Citation
Howard, N. R., Howard, K. E., Busse, R. T., & Hunt, C. (2019). Let’s talk: An examination of parental involvement as a predictor of STEM achievement in math for high school girls. Urban Education. https://doi.org/10.1177/0042085919877933
Peer Reviewed
1
Copyright
The authors
Included in
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Sociology Commons, Family, Life Course, and Society Commons, Science and Mathematics Education Commons, Social and Philosophical Foundations of Education Commons
Comments
This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Urban Education in 2019 following peer review. The definitive publisher-authenticated version is available online at https://doi.org/10.1177/0042085919877933.