’Do what is right for the kid, not what’s right for you’: An exploration of parents’ perceptions of their role in supporting their academically successful child

Abstract

Can parents really influence their child’s academic outcomes? Parental involvement in education, an improvement driver within Scottish Education (Scottish Government, 2016a), is key to ensuring academic success. This project, located within a Scottish local authority, explores the lived realities of three mothers with teenage daughters who are identified as academically successful, and determines if and how parents support their child. Interpretative Phenomenological Analysis (IPA) was selected as a research methodology as it allows in-depth exploration of individual experiences. Semi-structured interviews were used, the analysis of which led to five themes emerging: parental role; role of expectations; influence of others; self-concept/confidence, and the nature ofsuccess/intelligence. Interpretations suggest that parenting style and level of support varies depending on maternal employment and the child’s particular needs. All mothers highlighted the significance of open communication alongside the need to be both emotionally and physically available. Explicit and implicit values play a key role in the type of support offered and are linked to high parental and self-expectations. Comparison between peers and siblings is viewed as an effective tool in boosting the girls’ academic position, whilst also recognising the role of effort in their success. Implications for educational psychologists, such as increasing parents ‘ and teachers ’ understanding of the significance of raised expectations by all are noted.