Let’s Talk: An Examination of Parental Involvement as a Predictor of STEM Achievement in Math for High School Girls

This research was conducted to examine the influence of parental involvement, in the form of parent conversations, on mathematics achievement for high school girls. Data from the High School Longitudinal Study of 2009 (HSLS:09) public-use file provided a sample of 13,694 students, including 6,592 gi...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2023-04, Vol.58 (4), p.586-613
Main Authors: Howard, Nicol R., Howard, Keith E., Busse, R. T., Hunt, Christine
Format: Article
Language:English
Subjects:
Academic achievement
Conversation
Educational Policy
Females
Girls
High School Students
Longitudinal Studies
Mathematics
Mathematics Achievement
Parent Child Relationship
Parent Participation
Parental influence
Parents & parenting
Predictor Variables
Racial Differences
Secondary school students
STEM Education
Urban schools
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Summary:This research was conducted to examine the influence of parental involvement, in the form of parent conversations, on mathematics achievement for high school girls. Data from the High School Longitudinal Study of 2009 (HSLS:09) public-use file provided a sample of 13,694 students, including 6,592 girls for our analyses. A scale for measuring parent conversations was developed and regression analyses were conducted to examine whether this scale variable predicted mathematics achievement. Results indicated that conversational parental involvement was a significant predictor of mathematics achievement for Black and White girls, but not Hispanic and Asian. Implications for research and policy initiatives are discussed.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085919877933