AbstractThe purpose of this study is to clarify the nature of six types of parental involvement and to identify the most important institutional and family factors that are related to different types of parental involvement in an Asian Educational System, Hong Kong. First, I will clarify the expectation and actualization of different types of parental involvement in children education. Second, I will examine to what extent and how family socioeconomic status, family structures, and family resources associated with parental involvement. Finally, I will investigate whether decentralization policies including school based management reform and establishment of parent teacher association affects the level of parental involvement in Hong Kong.
Borrowing Epstein's six types model, this study have found that "Parenting" and "Communication" was the most important parental involvement activities perceived by Hong Kong elementary school principals. The establishment of parent teacher association and the implementation of school based management have facilitated "school based involvement". Families from working class and new immigrants have difficulties in all the six types of involvement. Yet it is the attitude of the principal toward home school collaboration appears to have the greatest impact on all types of parental involvement.
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