Date of Award


Degree Type


University or Center

Clark Atlanta University(CAU)


School of Education

Degree Name



Educational Leadership


The purpose of this study was two-fold: (1) to examine the relationship between immigrant parental involvement and selected variables which the literature indicates may affect immigrant parental involvement in the education of their children, and (2) how their involvement relates to student achievement. 486 immigrant parents from six schools, 2 elementary schools, 2 middle schools, and 2 high schools, were participants in the study. The questionnaires were translated into English, Spanish, Vietnamese, Somali, Chinese and Bosnian.

A quantitative research design was utilized to conduct the study. Descriptive statistics were done for demographic information in terms of independent and moderator variables. The independent and dependent variables were analyzed with Pearson Correlation and ANOV A statistical tools. The independent variables were immigration status, cultural background, primary language, length of time in U.S., aspirations for their children, and familiarity with American school culture. The dependent variables were parental involvement and student achievement. Moderator variables were age, gender, level of education, cultural background, school type and SES in country of origin.

The findings indicated that the relationships between the independent and dependent variables were not significant at the .05 level, however when the relationships were analyzed in terms of moderator variables significant differences emerged for educational level throughout the study.

There was a significant difference in the relationship between parental involvement and immigration status in terms of educational level; parental involvement and cultural background in terms of educational level; parental involvement and primary language spoken in terms of educational and school type; parental involvement and length of time in United States in terms of educational level; parental involvement and parent’ aspirations for their children in terms of educational level; parental involvement and familiarity in American School Culture in terms of educational level, cultural background, school type, age, gender, and SES in country of origin. These differences are significant enough to affect the performance of students and schools that they warrant serious attention.