Grolnick, Benjet, Kurowski and Apostoleris (1997, p. 539) explain how the moderating effects of family configuration and the gender of the children affect parent involvement in children's schooling. In their study of children in grades 3 to 5, they found that two parent families are better able to "buffer adverse circumstances", while stressful events may be disheartening and overwhelming for a single parent without social support. In addition to diverting their attention, taking both their energy and time, the stress in their lives may make the parents "less psychologically available for or aware of involvement activities." Grolnick et al also highlight how parents erroneously believe that boys are more independent than girls and when under stress, parents will be more likely to pull resources from their sons rather than their daughters.

Other Studies

Influences from childhood.

D. Taylor (1983) found that literacy is a dynamic in the family affecting members' attitudes and the process of their literacy development. Her research lends support to the idea that literacy transmission by parents is influenced by memories of their own childhood experiences. In her study, parents of children who do not experience reading difficulties recalled various forms of print as part of their family life and in their adult life, these parents engage in overt literacy activities with their children.

Similarly, Morawski and Brunhuber (1993), in their study contrasting proficient and remedial readers, showed that proficient readers hold positive attitudes about reading. They recall their first reading experiences to occur with a family member, usually their mother, at a preschool age. Thus, parents of capable readers may feel that they have a role in teaching their children, just as their own families had engaged in these activities with them.