Abstract
South Asians, including Bangladeshi, Indian, and Pakistani Americans, are considered a model minority and is one of the fastest growing in the US, financially stable, and highly educated ethnic subgroups in the U.S. The purpose of the study was to investigate the influence of cultural background and household structure on parental involvement in their bilingual children's academic achievement. The survey instrument was distributed via online and directly to first generation Bangladeshi, Indian, and Pakistani (FGBIP) parents of children studying K-12 in public schools throughout Southwest Florida. The correlation coefficient and multiple regression analysis reflected that family's cultural background and household structure had no statistically significant relationships with parental involvement activities and their bilingual children's academic achievement. The results of this study have potential implications for policy makers, educational leaders, educators, and parents to explore various factors and develop policies for bilingual students to promote student academic achievement.
