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It seems like common sense that children do better when parents are actively involved in their schooling. But how well does the evidence stack up? The Broken Compass puts this question to the test in the most thorough scientific investigation to date of how parents across socioeconomic and ethnic groups contribute to the academic performance of K-12 children. The study's surprising discovery is that no clear connection exists between parental involvement and improved student performance.
Keith Robinson and Angel Harris assessed over sixty measures of parental participation, at home and in school. Some of the associations they found between socioeconomic status and educational involvement were consistent with past studies. Yet other results ran contrary to previous research and popular perceptions. It is not the case that Hispanic and African American parents are less concerned with education than other ethnic groups--or that "tiger parenting" among Asian Americans gets the desired results. In fact, many low-income parents across a wide spectrum want to be involved in their children's school lives, but they often receive little support from the school system. And for immigrant families, language barriers only worsen the problem.
While Robinson and Harris do not wish to discourage parents' interest, they believe that the time has come to seriously reconsider whether greater parental involvement can make much of a dent in the basic problems facing their children's education today. This provocative study challenges some of our most cherished beliefs about the role of family in educational success.
- Sales Rank: #536205 in Books
- Published on: 2014-01-06
- Original language: English
- Number of items: 1
- Dimensions: 9.25" h x 6.50" w x 1.00" l, 2.55 pounds
- Binding: Hardcover
- 322 pages
Review
This book is provocative, empirically powerful, and challenges one of the most deeply believed (but generally unsupported) tenets about schooling and student outcomes--the critical importance of 'parental involvement.'
(William A. Darity, Jr., Duke University)
In the largest-ever study of how parental involvement affects academic achievement, Keith Robinson, a sociology professor at the University of Texas at Austin, and Angel L. Harris, a sociology professor at Duke, mostly found that it doesn’t. The researchers combed through nearly three decades’ worth of longitudinal surveys of American parents and tracked 63 different measures of parental participation in kids’ academic lives, from helping them with homework, to talking with them about college plans, to volunteering at their schools. In an attempt to show whether the kids of more-involved parents improved over time, the researchers indexed these measures to children’s academic performance, including test scores in reading and math. What they found surprised them. Most measurable forms of parental involvement seem to yield few academic dividends for kids, or even to backfire--regardless of a parent’s race, class, or level of education…They did find a handful of habits that make a difference, such as reading aloud to young kids (fewer than half of whom are read to daily) and talking with teenagers about college plans. But these interventions don’t take place at school or in the presence of teachers, where policy makers exert the most influence--they take place at home. (Dana Goldstein The Atlantic 2014-04-01)
About the Author
Keith Robinson is Assistant Professor of Sociology at the University of Texas at Austin.
Angel L. Harris is Professor of Sociology and African and African American Studies at Duke University.
Most helpful customer reviews
23 of 25 people found the following review helpful.
An insightful piece of scholarly work that warrants more research
By Yueran Zhang
Having read the two bad reviews here on Amazon, and more critiques of this kind in other news outlets, I cannot help suspecting that authors of these reviews have NOT actually read the book. If they had done so, they would have recognized that in the book, Robinson and Harris never overstep what the data says and make audacious claims like "parenting is harmful for children." A piece of real scholarly work, this book does NOT intend to examine effects of family engagement on kids' development in general, but instead, its sole purpose is to look into whether behaviors of parental involvement with SPECIFIC GOALS to increase kids' academic performance really work. Using a simple but rigorous quantitative method (OLS) to analyze several large datasets, Robinson and Harris do not find prevalent positive association between various behaviors of parental involvement with SPECIFIC GOALS to increase kids' academic performance and kids' academic performance measured by standard test scores and GPA, and they conclude that these specific behaviors (NOT parental engagement in general) are ineffective the way they are currently implemented.
The book is significant and thought-provoking, urging us to shift the focal point of public policy discourse and academic research from HOW MUCH parents should be involved to HOW parents should be involved (in fact, the idea of "stage-setting" that Robinson and Harris explore towards the end of the book is a very good starting point for further empirical research and theorization). It will definitely stand any serious critical examination with its conceptual clarity, robust findings, and arguments meticulously made based on the findings.
12 of 14 people found the following review helpful.
Actually read the book!
By emolivos
It appears that those who positively reviewed this book are those folks who've actually read it and not just the NY Times opinion piece. This book is really good and these authors are not the only ones making these arguments--their literature review and framework are very well researched. Their arguments are actually commonsensical--not all forms of parental involvement are the same across social groups (class, education level, cultural background, etc.) and not all forms of involvement are valued and recognized equally by schools and policymakers (they have a preference for certain behaviors). These authors are challenging the notion of a one-size-fits-all paradigm of parental involvement that rests in the minds of policymakers and educators. This study raises good questions and is a great addition to the literature on parental involvement in schools.
4 of 6 people found the following review helpful.
Excellent review of the actual effects of parent involvement in academics
By Splart
Robinson does a great job of reviewing the actual impact of parent involvement on academic performance. The conclusions are often startling, and gave me a new appreciation and compassion for those with a less academic environment.
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