Mothers’ perceptions of the climate of their children’s schools: Covariations with children’s academic adjustment in families of Mexican origin

Although Latinx parents’ perceptions of the climate of their children’s schools may play a role in their children’s academic adjustment, research examining this idea has been sparse. Every 2 years beginning when their children were in 5th grade until they were in 11th grade, Mexican-origin mothers (N = 674) reported on their perceptions of the climate of their children’s schools; information on children’s academic adjustment was collected from children and mothers. Multi-level modeling indicated that when mothers had more positive school climate perceptions, their children valued school more and performed better in school; mothers’ perceptions contributed to children’s educational expectations only in high school. Findings highlight the importance of schools in creating welcoming environments for Mexican-origin parents.

Name thesis:degree_name

M.S.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2019

Author dc:creator

• Lin, Lynda C.

Contributors dc:contributor

• Pomerantz, Eva M.

• Parent perceptions of school
• Mexican-origin families
• Academic adjustment

Statement dc:rights

• Copyright 2019 Lynda Lin

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/105784

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/105784