Lewis Honors College Capstone Collection

Date Available

6-8-2016

Year of Publication

2016

Document Type

Article

Degree Name

B.A. in Psychology and Spanish

College

Arts and Sciences

Department/School/Program

Psychology

Faculty

Dr. Christia Spears Brown

Abstract

Previous research has demonstrated that a significant gap exists in the levels academic achievement between Latino immigrant students and non-immigrant students. This study analyzed data collected from a series of self-report measures given to 64 Latino-immigrant and their parents. The present study presented a hypothesized moderated mediation model between parental language fluency, parental involvement, and student academic outcomes. Though this relationship was not verified with the data from the present study, a correlation was found between parental language fluency and a variety of factors regarding parental involvement in students’ academic lives. These factors include parent-teacher interactions, monitoring, and homework. A key finding of this study was that no significant relationship was found between parental language fluency and the degree to which the family valued the child’s education. Further research should seek to reconfirm the correlation between parental language fluency and parental involvement, and, by increasing the number of subjects and therefore the statistical power of the study, should seek to explore the connection between this relationship and student academic outcomes.

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