ABSTRACT
When examining the influence of parental involvement, it is important to consider the diversity of its implementation and efficacy across cultures and individual families (Brooks & Goldstein, 2001; Davalos et al., 2005; Delgado-Gaitan, 2004; Jeynes, 2003b). It is vital that social scientists not view the expressions of parental participation as a monolithic entity that must assume a particular form in every household. Rather, even the most all-encompassing data needs to be viewed with the understanding that the results are averages and designed to provide general principles to help educators and family guide the practice of parental involvement (Mapp et al., 2010).
