Authors : Sarah Khan

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/y459nvzp

Scribd : https://tinyurl.com/pckx4r87

DOI : https://doi.org/10.38124/ijisrt/25jul831

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Abstract : This mixed-methods study explores the relationship between parental involvement and the weighted GPA of South Asian American high school students in New Jersey—an underrepresented group in educational research. Through a correlational analysis of survey responses from 32 students and qualitative content analysis of focus group discussions, the study categorizes parental involvement into minimal, mediocre, and excessive levels. The findings reveal a weak positive correlation between all levels of parental involvement and GPA, with the strongest (though still weak) correlation observed among students with excessively involved parents. Focus group insights suggest that students with minimal or mediocre parental involvement report greater self-reliance and stress when involvement increases, while those with excessive involvement generally find it supportive rather than burdensome. Cultural and generational differences emerged as key factors influencing parental engagement, particularly with parents unfamiliar with the U.S. school system. These results challenge the model minority stereotype by highlighting the diversity within the South Asian American student population and suggest that optimal academic outcomes are not solely dependent on the degree of parental involvement. The study contributes to a nuanced understanding of educational dynamics in immigrant communities and calls for culturally responsive support systems in schools.

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