ABSTRACT
Nearly every study examining the effects of parental involvement concludes it considerably influences the lives and education of children (Spera, 2005; Wallace & Walberg, 1993), regardless of race, gender, and socioeconomic status (Jeynes, 2003a, 2007b). The fact that a myriad of analyses, examining this practice from many perspectives, show such consistent patterns is important (Griffith, 1996; Hampton et al., 1998). In addition to this consistency, recent meta-analyses reveal that most of the components of parental involvement have statistically significant effects (Fan & Chen, 2001; Jeynes, 2003a, 2005b). Types of parental involvement such as parental expectations, communication, parents reading with their children, and parental style each markedly influence student educational outcomes in their own right (Afifi & Olson, 2005; Englund et al., 2004; Jeynes, 2005b). Other facets of parental involvement such as checking homework and attending school functions have less consistent influences (Jeynes, 2003a, 2005b). Nevertheless, it is noteworthy that so many aspects of parental support have an effect.
