Principales determinante de la implicación y participación de las familias inmigrantes en la escuela

  1. Mar Lorenzo-Moledo
  2. Agustín Godás-Otero
  3. Miguel A. Santos-Rego
Revista:
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Ano de publicación: 2017

Volume: 29

Número: 2

Páxinas: 213-253

Tipo: Artigo

DOI: 10.1080/11356405.2017.1305074 DIALNET GOOGLE SCHOLAR

Outras publicacións en: Culture and Education, Cultura y Educación

Información de financiamento

Financiadores

Referencias bibliográficas

  • Arends-Tóth, J., & Van De Vijver, F. (2006). Assessment of psychological acculturation. In D. Sam, & J. Berry (Eds.), The Cambridge Handbook of acculturation psychology (pp. 142–160). Cambridge: University Press.[Crossref]
  • Bolívar, A. (2006). Familia y escuela: Dos mundos llamados a trabajar en común. Revista de Educación, 339, 119–146. Retrieved from http://www.revistaeducacion.mec.es/re339/re339_08.pdf
  • Cheung, C., & Pomerantz, E. (2011). Parents´involvement in children´s learning in the US and China: Implications for children´s academic and emotional adjustment. Child Development, 82, 932–950. doi:10.1111/j.1467-8624.2011.01582.x[Crossref], [PubMed], [Web of Science ®]
  • Doll, B., Zucker, S., & Brehm, K. (2004). Resilient Classrooms. Creating Healthy Environments for Learning. New York, NY: Guilford Press.
  • Doucet, F. (2011). Parent involvement as ritualized practice. Anthropology and Education Quarterly, 42, 404–421. doi:10.1111/j.1548-1492.2011.01148.x[Crossref], [Web of Science ®]
  • Estell, D., & Perdue, N. (2013). Social support and behavioural and affective school engagement: The effects of peers, parents and teachers. Psychology in the Schools, 50, 325–339. doi:10.1002/pits.21681[Crossref], [Web of Science ®]
  • Garreta, J. (Dir.). (2008). La participación de las familias en la escuela pública. Madrid: CIDE & CEAPA.
  • Gaunt, R. (2005). The role of value priorities in paternal and maternal involvement in child care. Journal of Marriage and Family, 67, 643–655. doi:10.1111/jomf.2005.67.issue-3[Crossref], [Web of Science ®]
  • Hill, N., & Tyson, D. (2009). Parental involvement in middle mchool: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740–763. doi:10.1037/a0015362[Crossref], [PubMed], [Web of Science ®]
  • Hoover-Dempsey, K., & Sandler, H. (1995). Parent involvement in children´s education: Why does it make a difference. Teachers College Record, 97, 310–331.[Web of Science ®]
  • Jeynes, W. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40, 237–269. doi:10.1177/0042085905274540[Crossref], [Web of Science ®]
  • Karbach, J., Gottschling, J., Sengler, M., Hegewald, K., & Spinath, F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23, 43–51. doi:10.1016/j.learninstruc.2012.09.004[Crossref], [Web of Science ®]
  • Lorenzo, M., Godás, A., Priegue, D., & Santos Rego, M. A. (2009). Familias inmigrantes en Galicia. La dimensión socioeducativa de la integración. Madrid: Ministerio de Educación.
  • Marschall, M. (2006). Parent involvement and educational outcomes for latino students. Review of Policy Research, 23, 1053–1076. doi:10.1111/j.1541-1338.2006.00249.x[Crossref]
  • Mattingly, D., Prislin, R., McKenzie, T., Rodríguez, J., & Kayzar, B. (2002). Evaluating evaluations: The case of parent involvement programs. Review of Educational Research, 72, 549–576. doi:10.3102/00346543072004549[Crossref], [Web of Science ®]
  • Morales, P. (2006). Medición de actitudes en Psicología y educación: Construcción de escalas y problemas metodológicos. Madrid: Universidad Pontificia de Comillas.
  • Musitu, G., Román, J., & Gutiérrez, M. (1996). Educación familiar y socialización de los hijos. Barcelona: Idea Books.
  • Neter, J., Wasserman, W., & Kutner, M. H. (1990). Applied linear statistical models. Boston, MA: Irwin.
  • Patall, E., Cooper, H., & Robinson, J. (2008). Parent involvement in homework: A research synthesis. Review of Educational Research, 78, 1039–1101. doi:10.3102/0034654308325185[Crossref], [Web of Science ®]
  • Besley, D. A. (1991). Conditioning diagnostics. New York, NY: Wiley. [Google Scholar]
  • Pomerantz, E., Moorman, E., & Litwack, S. (2007). The how, whom, and why of parents´ involvement in children´s academic lives: More is not always better. Review of Educational Research, 77, 373–410. doi:10.3102/003465430305567[Crossref], [Web of Science ®]
  • Räty, H., & Kasanen, K. (2010). A seven-year follow-up study on parents´ expectations of their children´s further education. Journal of Applied Social Psychology, 40, 2711–2735. doi:10.1111/j.1559-1816.2010.00677.x[Crossref], [Web of Science ®]
  • Rokeach, M. (1973). The nature of human values. New York, NY: Free Press.[Crossref]
  • Ryan, C., Casas, J., Kelly-Vance, L., Ryalls, B., & Nero, C. (2010). Parent involvement and views of school success: The role of parents' latino and white American cultural orientations. Psychology in the Schools, 47, 391–405. doi:10.1002/pits.20477[Crossref], [Web of Science ®]
  • Santos Rego, M. A. (2009). Familias inmigrantes y desarrollo educativo intercultural desde la escuela. In E. Soriano (Coord.), Vivir entre culturas: una nueva sociedad (pp. 85–110). Madrid: La Muralla.
  • Santos Rego, M. A. (Dir.). (2010). O rendemento escolar do alumnado procedente da inmigración en Galicia. Research project. Santiago de Compostela: Consellería de Educación e Ordenación Universitaria-Xunta de Galicia.
  • Santos Rego, M. A., Godás, A., & Lorenzo, M. (2012). El perfil del alumnado repetidor y no repetidor en una muestra de estudiantes españoles y latinoamericanos: Un estudio sobre los determinantes de sus logros académicos. ESE. Estudios sobre Educación, 23, 43–62. Retrieved from https://www.unav.edu/publicaciones/revistas/index.php/estudios-sobre-educacion/article/view/2048
  • Santos Rego, M. A., & Lorenzo, M. (2009). La participación de las familias inmigrantes en la escuela: Un estudio centrado en la procedencia. Revista de Educación, 350, 277–300. Retrieved from http://www.revistaeducacion.mec.es/re350/re350_12.pdf
  • Schwartz, S. H. (1994). Are there universal aspects in the structure and contents of human values? Journal of Social Issues, 50(4), 19–45. doi:10.1111/j.1540-4560.1994.tb01196.x[Crossref], [Web of Science ®]
  • Serrano, G. (1984). La problemática psicosocial de los valores humanos. Boletín de Psicología, 3, 9–37.
  • Shah, P. (2009). Motivating participation: The symbolic effects of latino representation on parent school involvement. Social Science Quarterly, 90, 212–230. doi:10.1111/j.1540-6237.2009.00612.x[Crossref], [Web of Science ®]
  • Suárez-Orozco, C., Pimentel, A., & Martin, M. (2009). The significance of relationships: Academic engagement and achievement among newcomer inmigrant youth. Teachers College Record, 111, 712–749.[Crossref], [Web of Science ®]
  • Thomas, R., Whybrow, K., & Scharber, C. (2012). A Conceptual Exploration of Participation. Section I: Introduction and Early Perspectives. Educational Philosophy and Theory, 44, 594–613. doi:10.1111/j.1469-5812.2010.00731.x[Taylor & Francis Online], [Web of Science ®]
  • Vandegrift, J., & Greene, A. (1992). Rethinking parent involvement. Educational Leadership, 50(1), 57–59.[Web of Science ®]
  • Yotyodying, S. (2012). The quality of home-based parental involvement. Antecedents and consequences in German and Thai families (Unpublished doctoral dissertation). Bielefeld University, North-Rhine Westphalia, Germany.
  • Yotyodying, S., & Wild, E. (2015). Antecedents of different qualities of home-based parental involvement: Findings from a cross-cultural study in Germany and Thailand. Learning, Culture and Social Interaction, 3, 98–110. doi:10.1016/j.lcsi.2014.02.002[Crossref], [Web of Science ®]