Barriers and Facilitators to School-Based Parent Involvement for Parents of Urban Public Middle School Students (original) (raw)
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Improving Parental Involvement in an Inner-City Elementary School
2017
Improving Parental Involvement in an Inner-City Elementary School by Veronica D. Marion MA, University of New Haven, 1999 BS, Albertus Magnus College, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirement for the Degree of Doctor of Education Walden University December 2017 Abstract A pattern of low parental involvement exists at in an inner-city school in the northeast region of the United States, where 90% of the students are students of color and fewer than 10% of parents attend school-based activities. Low parental involvement at the local school may lead to decreased student achievement and limited access to needed resources and information. A qualitative case study design was used to explore the problem. Epstein’s typology, which includes the traditional definition of parental involvement and acknowledges the parents’ role in the home, provided the conceptual framework for the study. Research questions focused on perceived challenges that prevent parent parti...
Educational Researcher, 2020
Research on parental educational involvement has been organized into three overarching domains—home-based involvement, school-based involvement, and academic socialization. Conventional empirical work in these domains typically centers involvement strategies around White, middle-class experiences rather than examining how optimal parenting approaches vary by race and context. Even fewer studies have explored the manifestations of involvement across these categories in underresourced urban educational settings. In response, the current study draws on the voices of African American parents and their children attending urban public schools to describe the distinct approaches to home-based involvement, school-based involvement, and academic socialization that parents use to ensure a quality education for their children. Findings demonstrate how African American parents engage in racially infused and contextually tailored navigational involvement approaches as they seek to offset the eff...
2006
Parents (n = 161) and teachers (n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth educational achievement at home and school. Parental reports of racism awareness, and contact with school staff were significantly correlated with parent reports of at-home involvement and at-school involvement. Parent reports of social support from the parent community were significantly related to at-home involvement only. Relative to teacher reports, parents reported more formal contacts with school staff, and higher levels of racism awareness, religiosity, and African American cultural pride. Teachers and parents agreed on school climate and parental levels of at-home and atschool involvement. The results suggest that racial socialization processes are related to parent involvement in children's schooling and that increased efforts are needed to bridge a cultural gap between parents and teachers in inner-city communities.
A Qualitative Study of African-American Parents' Perceptions of Parental Involvement
2018
Improved academic performance, among many other factors, has been linked in the research to parental involvement. Unfortunately, many view African-American parents as uninvolved because of the activities in which they choose to participate. This study is a narratological case study that examines the perceptions of African-American parents in regard to parental involvement. The initial research question was: What are the perceptions of parents regarding their involvement in schools? The three sub-questions that were used to help answer this were: (1) How do parents define involvement? (2) What are their experiences with parental involvement? and (3) How do teachers involve parents with their child’s school? Parental perceptions of parental involvement were analyzed using qualitative measures. The participants of this study were all African-American – four females and one male. This research study involved the study of parents’ perceptions by collecting data sources in the form of fac...
1989
This study used data drawn from about 2,300 parents of children in eight Chapter 1, inner-city Baltimore (Maryland) elementary and middle schools to examine the extent of parent involvement at home and at school. Also examined was the extent to which the schools used practices designed to involve parents. Survey questionnaires included over 75 items on: (1) parent attitudes toward their children's school; (2) school subjects parents wanted to know more about; (3) the frequency of various forms of parent involvement in children's education; (4) the degree to which school programs and teacher practices informed and involved parents in children's education; (5) what workshop topics parents would select; (6) times of day parents preferred for school meetings or conferences; (7) amount of time children spent on homework; (8) whether parents helped with homework; and (9) background information about parents' education, work, and family size. Parents reported little involvement at school. They expressed a desire for advice about how to help their children at home and better information from schools about what their children were doing and were expected to do in school. The level of parent involvement was directly linked to specific school practices designed to encourage parent involvement at school and guide parents in helping at home.
Journal of Black Psychology, 2018
Black students in prekindergarten through Grade 12 (P-12) schools across the United States experience persistent educational disparities involving disproportionate disciplinary practices. This research study, using a qualitative methodological approach, describes and analyzes the impact of the Parent Mentor Program, which brings together Black parents, community members, school district personnel and university researchers working together to implement a race-conscious parent engagement project to transform the experiences of Black parents and Black children in the school district. Themes that emerged from the qualitative narratives include Black parents moving from marginalized outsiders to feeling accepted, teachers’ perspectives on the impact of the program, and the final theme—pushing kids into, not out of the classroom—which delineates the critical role of Black parents in addressing pervasive racialized disciplinary practices within school systems. Findings provide support for...
1989
This study uses data from 171 teachers at eight inner-city elementary and middle schools in Baltimore to examine general patterns and connections between teacher attitudes about parent involvement, school programs, and the actual practices that teachers use. These patterns are examined at different academic levels, in different academic subjects, under different classroom organizations, and under different levels of support for parent involvement. Classrooms were self-contained, semi-departmentalized, or departmentalized. Results are discussed in terms of: (1) how teachers feel about parent involvement in general; (2) interrelationships between five types of parent involvement; (3) parent participation practices that are most important to teachers of different subjects, including English/language arts, reading, mathematics, science, and social studies; (4) the effects of school level, student and teacher characteristics, and specific teacher practices on school programs of parent involvement; and (5) the effects of levels of support for parent participation on the strength of school programs.
American journal of community psychology, 2003
Parents (n = 161) and teachers (n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth educational achievement at home and school. Parental reports of racism awareness, and contact with school staff were significantly correlated with parent reports of at-home involvement and at-school involvement. Parent reports of social support from the parent community were significantly related to at-home involvement only. Relative to teacher reports, parents reported more formal contacts with school staff, and higher levels of racism awareness, religiosity, and African American cultural pride. Teachers and parents agreed on school climate and parental levels of at-home and at-school involvement. The results suggest that racial socialization processes are related to parent involvement in children's schooling and that increased efforts are need...
2011
This article examines the role of parent involvement—its meaning and effects—among a determined group of African American parents. We focus on some of the characteristics of involvement of a subset of African American parents in a larger program designed to enhance the math and science course selection of middle and high school students. As one of several factors related to school success, our findings confirm the centrality of parent participation and its implications among members of a historically marginalized group.