Berryhill, Micha Blake2014-07-252014-07-252014-07-25http://hdl.handle.net/2097/18141Parental school involvement is associated with positive social, psychological, and academic child outcomes. Beyond school, demographic, and individual influences, research is limited regarding the link between family-level processes and parental school involvement. Guided by family systems theory, this study used data from the Fragile Families and Child Wellbeing Study (n = 1,896) to examine the link between coparenting support and mothers’ and fathers’ home-based school involvement and school-based school involvement when the child was nine years-old. Additionally, this study tested if parental union transitions (e.g., parental union dissolution; parental union formation; stably coresident relationship) significantly moderated these relationships. Latent variable structural equation modeling results revealed that higher levels of coparenting support was associated with higher levels of mothers’ and fathers’ home-based school involvement, and higher levels of mothers’ and fathers’ school-based involvement. Union transition was not a significant moderator between coparenting support and mother and father home- and school-based school involvement.en-USSocial ResearchDissertationSocial Research (0344)