Affiliation:
1. University of Illinois at Chicago,
2. University of Illinois at Chicago
Abstract
This study assesses the impact of parent practices and knowledge of school on school success for a sample of 240 immigrant and nonimmigrant high school students and their parents. Immigrant parents from the former Soviet Union were less knowledgeable about and had less contact with the school, and allowed less autonomy than U.S.-born parents. Some differences and similarities in the relationship between parental practices and knowledge and school adaptation were found.
Subject
Developmental and Educational Psychology
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