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PARENTAL INVOLVMENT, FAMILY STRUCTURE, AND ACADEMIC ACHIEVEMENT - page 19 / 102

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Research Question

In the broadest terms, this study will address the current state of the relationship

between parental involvement and academic achievement. Regardless of parental gender

or race/ethnicity, single-parent families are likely to have lower incomes than two-parent

families, and, race/ethnicity, gender, and SES will also be included in the evaluation. The

literature review which appears below will examine recent studies, paying particular

attention to race/ethnicity, gender, and SES. Moreover, while many studies have

established the relationship between parental involvement and academic achievement,

factors such as changing economic circumstance and changing family structure suggest

that it is prudent to continually re-evaluate other factors which influence parental

involvement. This research will investigate the relationship between variables which

measure parental attendance at school related events; parents checking-up on their

children’s friends and homework; parents discussing school related activities with their

children, and family structure as they relate to academic achievement of adolescent

students, controlling for SES, race/ethnicity, and gender.

Notes Related to the Original Study

It is especially important to note that the regression coefficients in the original Jeynes

(2005) study tell a considerably different story than the text included throughout the

article. For example, in the regression that includes SES, the coefficients for

race/ethnicity and SES quartile scores are the considerably larger than the coefficients for

family structure — which the author states is the most important factor. According to

Jeynes, “The single greatest parental involvement indicator was whether a child came

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