A qualitative case study exploring African American and Hispanic parental involvement in an urban high school

Abstract

Parental involvement in urban high schools is a critical issue for educators, researchers and families because of the positive influence parents can have when they engage in their childrens academic achievement (Epstein, 2001). This case study explored parental involvement in one urban high school in the Northeast. This studys primary research questions were: (1) What are the experiences of parents, teachers and school administrators regarding parental involvement in the academic success of children in a majority African American and Hispanic urban public school? (2) What factors prevent or promote parental involvement in students academic success and the school in this context? Data was obtained through semi-structured interviews, observations, and document analysis. The research was guided by Epsteins (2010) Six Types of Parental Involvement model and Bronfenbrenners (2005) Ecological Model. Insights were collected from parents, teachers and administrators in regards to their parental involvement experiences, challenges and improvement suggestions. The findings suggest that schools must examine their current practices in order to foster and cultivate parental involvement, in a way that is culturally sensitive particularly regarding technology and communication. This study determined that communication was essential in building positive relationships with children at home and at school. This study also identified many challenges that impacted parental involvement. African American and Hispanic parents faced a variety of challenges, such as full-time employment and time constraints, that impacted parental involvement. The school attempted to get parents involved through a variety of methods despite these challenges. The school conditions that would better facilitate parental involvement in their childrens education include: (1) clear expectations from school officials; (2) culturally sensitive communication systems; (3) technology training for parents; (4) utilizing traditional types of communication, such as phone calls and home visits; and (5) providing workshops after school hours that allows parents the opportunity to gain the relevant educational skills to assist their childrens education and at the same time address their own educational goals. Overall, this study provided opportunities for educators, administrators and parents to bridge the gap that currently exists between the home and school environments.