Table 2.

Predictors of Parent Involvement for Afro-Caribbean Immigrants.

	School-based involvement (P)			School-based involvement (T)			Home-based involvement (T)
	B	SE	P	B	SE	p	B	SE	p
Socioeconomic and demographic (SES) characteristics
Parent employed for pay	−.002	.082	.98	−.062	.061	.28	−.191	.117	.11
Parent graduated high school	.133	.079	.10	.072	.059	.23	.286	.115	.01
Married or living with partner	−.058	.075	.45	.087	.054	.11	.314	.108	.004
Living in poverty	.028	.090	.76	−.028	.065	.71	−.137	.130	.29
Child gender	.000	.074	.99	.077	.054	.15	−.138	.105	.19
Parent cultural characteristics
U.S. Am identity	−.014	.054	.79	−.062	.039	.11	−.022	.075	.77
U.S. Am cultural competence	−.114	.063	.07	−.041	.044	.36	.084	.090	.38
Ethnic identity	−.103	.097	.29	.003	.069	.97	−.113	.150	.45
Ethnic cultural competence	.089	.054	.10	.072	.038	.06	.188	.075	.01
English language competence	n/a	n/a	n/a	n/a	n/a	n/a	n/a	n/a	n/a
Years of residence in the United States	−.004	.005	.43	.008	.004	.03	−.003	.007	.63
Teacher characteristics
Parent–teacher consonance	−.009	.137	.95	.017	.282	.95	−.158	.219	.47
Years of teaching experience	.004	.007	.59	−.008	.015	.58	−.016	.011	.15
Parent involvement practices	−.025	.093	.79	.371	.192	.05	.322	.146	.03
Self-efficacy	−.049	.154	.76	.066	.296	.82	−.157	.235	.50
School-wide support	.075	.147	.61	−.096	.259	.71	.271	.226	.23
SES/demo factors R2		.02			.03			.11
Parent factors ΔR2		.04			.05			.03
Teacher factors ΔR2		.01			.13			.06
Total R2		.06			.23			.22

Note. Three sets of mixed-model analyses were conducted. Analyses for parent cultural and teacher characteristics controlled for family socioeconomic and demographic characteristics. Estimates and standard errors from mixed models are presented. P = parent rating; T = teacher rating; Am = American.