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Canadian Journal of School Psychology, Vol. 22, No. 2, 152-166 (2007)
DOI: 10.1177/0829573507307803

The Relationship of Parental Practices and Knowledge to School Adaptation for Immigrant and Nonimmigrant High School Students

Dina Birman

University of Illinois at Chicago, dbirman{at}uic.edu

Susan Ryerson Espino

University of Illinois at Chicago

This study assesses the impact of parent practices and knowledge of school on school success for a sample of 240 immigrant and nonimmigrant high school students and their parents. Immigrant parents from the former Soviet Union were less knowledgeable about and had less contact with the school, and allowed less autonomy than U.S.-born parents. Some differences and similarities in the relationship between parental practices and knowledge and school adaptation were found.

Key Words: immigrants • parent involvement • school adaptation


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