This study employed Latent Profile Analysis (LPA) to investigate the parental involvement patterns among 625 fourth- and fifth-grade students and their parents from a primary school in Zhengzhou, aiming to explore how these patterns differ by child gender and relate to child development. The results revealed that: (1) Parental involvement in boys’ families was classified into three profiles: balanced high, balanced moderate, and balanced low involvement, while girls’ families showed four profiles: balanced high, balanced moderate, mother-led, and behavior-management-led involvement. (2) Boys’ developmental outcomes were positively correlated with the overall level of parental involvement, whereas girls’ outcomes were more closely linked to the balance of involvement across dimensions. (3) At the variable level, parental involvement overall, as well as in the intellectual and behavioral management dimensions, showed a gender-matched pattern. At the individual level, the matching patterns were similar across genders and varied by involvement level: moderate-involvement families displayed same-gender matching, low-involvement families showed opposite-gender matching, and high-involvement families were characterized by higher involvement of fathers. (4) Parental educational anxiety significantly predicted only the low-involvement profile in boys’ families. The study highlights the gendered complexity of parental involvement patterns and their developmental implications, offering an empirical basis for optimizing family education guidance.