Mexican Immigrant Fathers’ and Mothers’ Engagement With School-Age Children

Author:

Hossain Ziarat1,Shipman Virginia2

Affiliation:

1. University of New Mexico, Albuquerque, NM, USA,

2. University of New Mexico, Albuquerque, NM, USA

Abstract

This study examined mothers’ and fathers’ reports of their time spent in their school-age children’s care and academic work and the relationships between socioeconomic status and social support variables with fathers’ time spent in children’s care and academic work within two-parent Mexican immigrant families. Mother and father dyads from 79 two-parent Mexican immigrant families with a second- or third-grade child residing in rural towns in southwestern United States participated in the study. Multivariate analyses of variance indicated that mothers spent significantly more time in children’s basic care, care on demand, and both academic interaction at home and at school than did fathers. Hierarchical regression analyses revealed that fathers’ time spent in children’s care was positively related to their educational level and extrafamilial support and that their time spent in children’s academic work, although positively influenced by their education, was negatively influenced by family size. Findings are discussed with regard to gender role differences in parental engagement with children within Mexican immigrant families and their implications for informing policy makers, educators, and parents of the importance of parental time spent in enriching children’s development and culturally sensitive strategies for doing so.

Publisher

SAGE Publications

Subject

Linguistics and Language,Anthropology,Cultural Studies,Social Psychology

Reference83 articles.

1. Arroyo, W. ( 1999). Children and families of Mexican descent. In G. Johnson-Powell & J. Yamamoto (Eds.), Transcultural child development: Psychological assessment and treatment (pp. 290-304). New York: Wiley.

2. Academic Achievement among Hispanic Students from One-Versus Dual-Parent Households

3. The Determinants of Parenting: A Process Model

4. Parental and Nonparental Child Care and Children's Socioemotional Development: A Decade in Review

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