Educational Progress and Parenting Among Mexican Immigrant Mothers of Young Children

Journal of Marriage and the Family
Robert Crosnoe, Ariel Kalil

Abstract

This study examined the potential for educational investments in Mexican immigrant mothers to enhance their management of their children's pathways through an educational system in the U.S. that often disadvantages them. We tested this hypothesis with data on 816 Mexican immigrant women and their children in the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K). The results suggest that mothers who pursued their own schooling over a four year period, regardless of degree attainment, increased their engagement with their children's schools during that same period. These results appeared to be robust to a wide range of factors selecting women into continuing education.

References

Mar 1, 1997·Medical Education·M A SeabrookP A Baskerville
Dec 23, 2003·Demography·Jennifer E Glick, Michael J White
Jun 28, 2006·Proceedings of the National Academy of Sciences of the United States of America·Eric I KnudsenJack P Shonkoff
Nov 21, 2007·Developmental Psychology·Katherine Magnuson
Feb 18, 2010·Social Science Research·Tara D WarnerChristopher P Krebs
Aug 1, 2007·Journal of Marriage and the Family·Michelle L FriscoKenneth Frank

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Citations

Jan 1, 2013·Basic and Applied Social Psychology·Erin B Godfrey
Feb 1, 2016·Family Relations·Robert Crosnoe, Arya Ansari
Nov 13, 2018·Journal of Marriage and the Family·Jennifer March AugustineDaniela Negraia
Mar 30, 2016·Journal of Marriage and the Family·Arya Ansari, Elizabeth Gershoff

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