MeasuresMuch research indicates tha

Measures
Much research indicates that families with higher socioeconomic status (SES) and
education are more involved in their children’s education (Baker & Stevenson, 1986;
Coleman, 1987; Entwistle, Alexander, Cadigan, & Pallas, 1986; Lareau, 1987; Stevenson
& Baker, 1987). Emerging research indicates that race and ethnicity of the parent(s) are
important in the process of parental involvement (Corwyn & Bradley, 2003; Davis-Kean,
2005); however, a problem is that “race and SES are confounded” (Davis-Kean &
Sexton, 2009, p. 289), and further research is needed that addresses the complex role that
SES and race/ethnicity play in parental involvement (Crozier, 2001; Conger &
Donnellan, 2007).
Some research documents that “good parents”—parents that are involved in a
good way—must assimilate; and further, that parental involvement must recognize the
ethnic diversity amongst parents (Crozier, 2001). According to Crozier (2001), parental
involvement has become perceived that all parents are the same, thus leading to one
universal typology of parental involvement. Crozier (2001) calls this effect “multicultural
drift” and the “deracialization” of parental involvement.