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Citation:

Kim, E. (2002). The relationship between parental involvement and childrenÕs educational achievement in the Korean immigrant family. Journal of Comparitive Family Studies, 33(4), 529-540.

Annotation:
This study responds to the lack of focus on the effects of parental involvement on the educational achievement of Korean American children to family income (r=.075, p<.05). Children from lower income families were even more likely to have high parental expectations for their children. Second, with respect to the relationship between communication between parents and children and other social background variables, both the parentsÕ level of education and English proficiency were significantly related to levels of discussion in Korean American families. Third, parent levels of education and English proficiency were both significantly related to the parentsÕ monitoring of homework. Fourth, parentsÕ English proficiency was strongly related to their school participation (r=.481, p<.01), indicating that parents who were more fluent in English tended to have more frequent school contact. The sample included 209 Korean American 7th and 8th graders and their parents residing in the Los Angeles area. A total of 482 parent and student questionnaires were distributed among seven Korean American churches, four schools, and the Korean Youth and Community Center (KYCC); 209 were returned (return rate of 43.4%). Students completed a student survey containing questions concerning family background, parental involvement, and their academic achievement. Parents completed a parent survey consisting of questions concerning their family background, acculturation levels, and levels of parental involvement. In order to investigate how parental involvement variables were associated with childrenÕs educational achievement, multiple regression analyses with and without parental involvement variables were used. Although parentsÕ school contact had no significant impact in childrenÕs educational achievement, strict home supervision positively impacted Korean American childrenÕs educational success. Although this study identifies parental involvement factors that affect the educational achievement of Korean American adolescents, the study also indicates that each ethnic group has developed unique family processes of parental involvement that need further study.