{"title":"Parent-Teacher Relationships and Home-Based Involvement among Head Start Families: The Role of Immigration Status","authors":"Jaehee Kwon, Jisu Han","doi":"10.1007/s10643-025-01878-y","DOIUrl":null,"url":null,"abstract":"<p>This study examines the relationship between the immigrant status of Head Start parents, their perceptions of parent-teacher relationships, and their home-based involvement in their child’s learning. The study utilized a nationally representative sample from 577 children and families from 60 Head Start programs from the 2014 Head Start Family and Child Experiences Survey (FACES, 2014). Immigrant parents in Head Start perceived less positive parent-teacher relationships than non-immigrant parents. Parents’ immigration status and lower perceptions of parent-teacher relationships were linked to lower home-based involvement. The association between parents’ perceptions of parent-teacher relationships and home-based involvement was stronger when both parents were born outside the United States, compared to families with at least one parent born in the United States. These findings highlight the importance of considering parents’ immigration status and perceptions of parent-teacher relationships when examining parental involvement in early childhood education.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"20 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-025-01878-y","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study examines the relationship between the immigrant status of Head Start parents, their perceptions of parent-teacher relationships, and their home-based involvement in their child’s learning. The study utilized a nationally representative sample from 577 children and families from 60 Head Start programs from the 2014 Head Start Family and Child Experiences Survey (FACES, 2014). Immigrant parents in Head Start perceived less positive parent-teacher relationships than non-immigrant parents. Parents’ immigration status and lower perceptions of parent-teacher relationships were linked to lower home-based involvement. The association between parents’ perceptions of parent-teacher relationships and home-based involvement was stronger when both parents were born outside the United States, compared to families with at least one parent born in the United States. These findings highlight the importance of considering parents’ immigration status and perceptions of parent-teacher relationships when examining parental involvement in early childhood education.
期刊介绍：
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field
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