structural:scholar_edition
Differential treatment in parental involvement

Child development in educational areas can also be influenced by the treatment a child receives from his/her parents. In a study by Rebecca Carter, of which private and public school 8th graders were looked at using the National Education Longitudinal Study (NELS), a study which provides many details regarding parental involvement in their child's educational attainment. The data found that females engaged in school discussion with their parents more frequently than male counterparts, however when controlling for test scores, grades, and educational aspirations there was a reduction in magnitude of the gender effect of school discussions, but still maintaining its significance. Its also been found that parents are more involved with school on behalf of their sons, but involvement was not known to be purely academic, or for behavioral/non-academic reasons. There was also no difference found in time limits placed on watching television between males/females after school. However, it was noted that females were more likely than males to have less time spent socializing with friends based on parental involvement, reflecting the concept that parents put forth greater efforts to protect their daughters. Data has also shown that parental attendance at school events is greater for daughters than for sons, and when controlling for academic factors it has been found that over half of the gender differences that had been found were explained by academic factors, meaning that parental involvement in these events were influenced by daughter's academic performance.