The Relationship of the Parental Involvement of Latino Immigrant Parents of Middle School Students and Student Academic Achievement
Educational Administration and Supervision
First Advisor's Name
Peter J. Cistone
First Advisor's Committee Title
Second Advisor's Name
Second Advisor's Committee Title
Third Advisor's Name
Third Advisor's Committee Title
Fourth Advisor's Name
Fourth Advisor's Committee Title
Parent Involvement, Middle School Students, Latino Students, Immigrant parents of Middle School Students, Reading and Math achievement of Latino Students
Date of Defense
The Latino population in the United States is projected to increase significantly in the upcoming years as well as the numbers of Latino students enrolled in public schools. These schools are challenged with a gap in Latino student achievement when compared to White non-Hispanic students. Studies indicate that parental involvement in school settings has been correlated to student achievement and that parental involvement is lower for Latino parents than White parents.
The purpose of this research study was to examine the relationship between parental involvement of seventh grade middle school Latino students and students’ reading and mathematics achievement. The study also examined selected relevant demographic variables, including socioeconomic status, parents’ level of education, single versus two-parent families, and the gender of the students and parents.
The theoretical framework that supported this research study was derived from Joyce Epstein’s (1991) model for parental involvement.
Rodriguez, Cory R., "The Relationship of the Parental Involvement of Latino Immigrant Parents of Middle School Students and Student Academic Achievement" (2016). FIU Electronic Theses and Dissertations. 2449.
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