The level of parents' involvement and interest in adolescents' schooling also appears to have an important influence on Black male adolescents' school engagement. A number of facets of these interactions have been identified as important in the literature. For example, in a national sample of adolescents, McNeal (1999) has found that greater levels of communication between adolescents and parents about school were related to higher levels of satisfaction with and a more positive affect toward school for Black males. McNeal (1999) also found that adolescents who report greater communication with their parents about school and those whose parents reported greater involvement in parent-teacher organizations were less likely to be truant than adolescents with parents who were less involved in their schooling. Similarly, in a cross-sectional analysis, Connell and Halpern-Felsher (1997) found that higher levels of adult support at home, including the communication of concern or interest about the adolescent's schooling, were related to higher levels of behavioral and emotional school engagement for African American boys in junior high school . Yet, not all forms of parental involvement in school may be beneficial for adolescents' school engagement. McNeal (1999) found that certain types of parental involvement in school, in particular greater contact with teachers and class visitation, were related to higher levels of truancy in adolescents. The author suggests that this finding might indicate parental reactivity, in which parents whose adolescents are behaving poorly are more apt to speak to teachers and get involved in their schooling, rather than a causal relationship between parental involvement and truancy. Although McNeal (1999) did not control for prior levels of truancy in his models, he did control for prior levels of academic achievement and school functioning. However, it is possible that these controls did not sufficiently address the issue of causality in his models.