Parental Involvement and Children’s Educational Performance: A Comparison of Filipino and U.S. Parents

Abstract

Researchers have long noted that parental involvement can substantially influence children’s academic performance. There is a paucity of research which has focused on this relationship in developing nations. Using data from two surveys of parents, one sample from the Philippines, and one sample from the United States, this study examines the nature of parental involvement, and how it affects the school success of elementary students. Among American parents, direct involvement (e.g., helping with homework) yields positive benefits for children’s grade performance. Among Filipino parents, indirect forms of involvement (e.g., volunteering at their children’s schools) are associated with higher grade performance. Overall, Filipino parents are shown to be more active in their children’s school activities. The influence of parental involvement upon children’s performance in school is shown to vary substantially between the two countries, depending upon the type of parental involvement and household characteristics. Household income, in particular, yields distinctly different effects upon Filipino and U.S. children’s grade performance. The results are discussed within a social capital paradigm.