ent involvement is multidimensional and is reflected through parents' behavior and attitudes, parenting styles, and children's perceptions (Steinberg et al., 1992). Parents have been found to actually have the advantage over peers, educators, counselors, and other professionals. Thus serving as a continual, and perhaps more stable, resource for their children over their entire life span (Farmer, 1985; Trusty, 1996). One of many contributing influences is the socioeconomic status (SES) and gender variables, which will be included in the analyses. Both SES and gender are related to parent involvement (Trusty, 1996) Educational achievement is directly influenced by educational expectations and the relationship between parent involvement and educational expectations may be conditional on SES (Marjoribanks, 1986). SES influences adolescents' educational expectations. Intergenerational goal transmission is more successful when parents have a higher education levels and prestigious occupations. The transmission of parents' education goals to their children is more successful when parents agree on goals for their children (Smith, 1981, 1991). Parent involvement seems to have many dimensions and can be measured from many perspectives (i.e., those of parents, adolescents, and teachers). The relationship of parent involvement to educational achievement may be conditional on SES. Also, many aspects of family functioning, such as parent-child relationships, relationships between parents, parents' behavior with children, and children's perceptions of parents, seem to be related to education outcomes and expectations (Trusty, 96). Parents' attendance at extracurricular activities and adolescents' perceptions of parents' personal educational support seem to influence adolescents' educational expectations, above and beyond the effects of SES. Studying background research regarding a parent's influence over their child, it is ...
