Linking IEP Status to Parental Involvement for High School Students of First-Generation and Native-Born Families

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  • Author(s): Freeman, Jennifer A. (ORCID Freeman, Jennifer A. (ORCID 0000-0001-7312-6833); Jacob Kirksey, J. (ORCID Jacob Kirksey, J. (ORCID 0000-0003-1459-7947)
  • Language:
    English
  • Source:
    Exceptional Children. Jan 2023 89(2):197-215.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      19
    • Education Level:
      High Schools
      Secondary Education
    • Subject Terms:
      Individualized Education Programs; Parent Participation; High School Students; Immigrants; Students with Disabilities; Correlation; Socialization; Special Education; Family Characteristics; Student Characteristics; Institutional Characteristics; Parent School Relationship
    • Subject Terms:
      High School Longitudinal Study of 2009 (NCES)
    • Accession Number:
      10.1177/00144029221108402
    • ISSN:
      0014-4029
      2163-5560
    • Abstract:
      As educators and policymakers increasingly use parental involvement as a mechanism to increase student achievement, scholars know surprisingly little about the disparities in frequencies of parental involvement for first-generation immigrant compared to native-born parents as well as how involvement may differ for parents of students with Individualized Education Programs (IEPs). Using HSLS:2009, we compared parental involvement of first-generation immigrant parents and native-born parents of high school students with and without IEPs. Our descriptive results indicate that first-generation parents exhibit lower frequencies of school-based involvement compared to native-born parents. In our propensity score matching analysis, we found that IEP status is associated with an increase in school-based parental involvement for both first-generation immigrant and native-born families. We also found that IEP status was negatively associated with academic socialization for both first-generation immigrant and native-born families.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1357968