How Parental Involvement Affects Education Outcomes of Their Children

• Název práce v češtině: Jak zapojení rodičů ovlivňuje vzdělanost jejich dětí
• Název v anglickém jazyce: How Parental Involvement Affects Education Outcomes of Their Children
• Klíčová slova: vzdělání, děti, rodina, angažovanost rodičů, ATUS
• Klíčová slova anglicky: education, children, family, parental involvement, ATUS
• Akademický rok vypsání: 2019/2020
• Typ práce: diplomová práce
• Jazyk práce: angličtina
• Ústav: Institut ekonomických studií (23-IES)
• Vedoucí / školitel: Mgr. Barbara Pertold-Gebicka, M.A., Ph.D.
• Řešitel: skrytý - zadáno vedoucím/školitelem
• Datum přihlášení: 29.07.2020
• Datum zadání: 29.07.2020
• Datum a čas obhajoby: 16.06.2021 09:00
• Místo konání obhajoby: Výuka probíhá online, JONLINE, Pomocná místnost pro rozvrhování výuky probíhají online
• Datum odevzdání elektronické podoby: 03.05.2021
• Datum proběhlé obhajoby: 16.06.2021
• Oponenti: prof. PhDr. Michal Bauer, Ph.D.

Seznam odborné literatury

Desforges, C., 2003. The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment. DfES Research Report 433.

Feinstein, L., Symons, J., 1999. Attainment in Secondary School. Oxford Economic Papers.

Ginga, R., 2010. Income Shocks and Investments in Human Capital. University College London.

Griffith, J., 1996. Relation of parental involvement, empowerment, and school traits to student academic performance. The Journal of Educational Research, 91 (1), p. 33-41.

Guryan, J., Hurst, E., Kearney, M., 2008. Parental Education and Parental Time with Children. Journal of Economic Perspectives, Volume 22, Number 3, p. 23-46.

Kalil, A., Ryan R., Corey M., 2012. Diverging Destinies: Maternal Education and the Developmental Gradient in Time with Children. Demography (2012) 49, p. 1361-1383.

Neidell, M. J., 2000. Early Parental Time Investments in Children's Human Capital Development: Effects of Time in the First Year on Cognitive and Non-cognitive Outcomes. UCLA Department of Economics.

Porterfield, L. S., Winkler, E. A., 2007. Teen Employment: Shifting Patterns by Parental Education and Family Structure. Monthly Labor Review, p. 37-56.

Price, J. 2010. The Effect of Parental Time Investments: Evidence from Natural Within-Family Variation. Department of Economics, Brigham Young University and NBER.

Rasmussen, W. A., 2009. Allocation of Parental Time and the Long-Term Effect on Children ́s Education. Department of Economics and CIM, Aarhus University.

Předběžná náplň práce

Motivation:
Spending time together is more than important for family’s well-being, especially in the fast pace of modern days. Nowadays, it is easily forgotten that spending time with children is the most precious and really important thing. It is proved that spending time with family has positive impact on children. It builds children’s self-esteem, strengthens family bonds, develops positive behaviours, encourages communication, and – last but not least – it can help child’s academic performance.

There is significant correlation between parental education and parental time with children as well. Focusing on the mothers, one would expect that higher maternal education would lead to less time spent with children, meaning that they want to go back to work and they want to end their maternity leave faster than less educated mothers. Moreover, they are wealthier and can afford au-pair with higher probability than less educated mothers. However, studies show that higher-educated parents actually spend more time with their children. Guryan, Hurst, and Kearny (2008) found that mothers with a college education or higher spend more than 4 hours per week more with their children than mothers with lower education. Also, Kalil et al. (2012) tested the hypothesis that highly educated mothers spend more time in active childcare than mothers with lower education.

In my diploma thesis, I would like to focus on how parents spend time with their children and how this affects children’s education later in life. Institute of Education (2002) claims that parental involvement in child’s early years has significant effect on their cognitive development, literacy and number skills. Moreover, Feinstein & Symons (1999) claim that parental involvement in a child’s schooling between the ages of 7 and 16 is more powerful than family background, size of a family, or level of parental education. Also, educational failure is increased by lack of parental interest in schooling.

Hypotheses:
1. Hypothesis #1: How parental involvement affects their children’s education?
2. Hypothesis #2: Is it important HOW do parents spent their time with their children (in terms of children’s education)? Or is it enough, that they are spending time together, no matter how?
3. Hypothesis #3: Is father’s interest in a child’s schooling more important than mother’s interest?

Methodology:
To test the above-mentioned hypotheses, construction of a new panel data set has to be made. It will be done so by the combination of American Time Use Data (ATUS), from where I would obtain information about time use measures, and the National Longitudinal Survey of Youth 1997 (NLSY97), where the education of children is recorded. The merge will be done by Ginga (2010), where it is clearly discussed how to combine three data sets (ATUS, NLSY79, and CEX) into a panel.

The econometric model will have child’s educational outcome as a dependent variable. Dependent variable would be measured when children are 18 years old by high school GPA. The main explanatory variable would be parental time spent with their children. I will work with four measures of the activity (Basic care, Play, Teaching, and Management) in age of children 5-12. Not adding parental education could cause endogeneity in our model as the child’s educational outcome and also parental time spent with their children are both dependent on parental education. However, the information about parental education is hard to obtain. Moreover, there is also potential spurious correlation because there are other factors that correlate with both, time spent with children and children’s educational outcome, e.g. there is correlation between parental IQ and child’s IQ, highly educated parents are usually wealthier and can afford better schools, etc. To solve endogeneity in our model, we introduce matching method by matching similar families and compare two children from those families.

Estimation of the impact of parental involvement on children’s education will be made by the described methodology. Also, I would like to focus on the difference in paternal and maternal involvement in a child care.
Expected Contribution:
Existing literature mostly focuses on younger children or uses different data. Neidell (2000) investigates early parental involvement (in the first year of child) on cognitive and non-cognitive outcomes. Rasmussen (2009), and Price (2010) both deal with the impact of parental involvement on child’s educational outcome. However, they both work with different data.

I will combine ATUS data and NLSY97 data to estimate the impact of how parents spend time with their children on children’s education. In contrast to the existing literature, I will focus on exact activities how parents spend their time with them. In addition, maternal and paternal involvement will be compared.

The aim of the Thesis is to show that parental time with their children is precious (not only) in terms of future children’s education. Moreover, I wonder if there is higher positive correlation in paternal time spent than maternal in children’s education.

Outline:
1. Introduction
2. Literature Review
3. Data
4. Methodology
5. Results
6. Conclusion