Parental School Involvement Research Articles

Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

Extent of Parental School Involvement for Improved Student Performance in Awka South Local Government Area of Anambra State

Academic achievement of students does not depend only on school, environmental factors and teacher characteristics, but also on the level of home involvement. This study therefore sought to establish the extent of parental school involvement for students’ improved academic achievement in Awka South Local Government Area of Anambra State. The descriptive survey design was used for this study, with six (6) research questions guiding the study. The population for the study comprised 417 public secondary school teachers from which a sample of 125 teachers using simple random sampling technique. The instrument for data collection was a researcher designed, structured questionnaire which was duly validated by experts in educational management and measurement and evaluation. The questionnaire was tested for reliability using test-retest method. The tool for correlation was the Pearson Product Moment Correlation and this yielded a co-efficient of 0.82. Data collected was analysed using mean and standard deviation statistics to answer the 6 research questions while ANOVA with Friedman’s Test was used to test for significant difference in the six indices of parental involvement. The findings show among others that teachers perceive that parents in Awka South Local Government Area effectively communicate with school and coach their children for improved academic achievement to a moderate extent. There was no significant difference in the teacher’s perception of parental involvement based on the six indices of involvement. Based on the findings, the researchers recommended among others, that parents and the school use social media and other devices to communicate more effectively with the school for improved students’ academic performance.

Parenting and Parental Involvement in Secondary School: Focus Groups with Adolescents’ Parents

Abstract: Parental role in the adolescents’ development is widely described as challenging, particularly regarding their involvement in school education. With the aim of examining parents’ perceptions about parenting role, parental involvement and family-school partnership in the secondary school, two focus groups were conducted with parents in two public schools. Results, overall, indicate that the establishment of rules, monitoring and support were very challenging and important to the adolescents’ development. Parental involvement change throughout school and several reasons were pointed out to the changes observed in secondary school: the demands of the level of education, the lack of time, adolescents’ autonomy, , and teachers’ communication style. Regarding family-school relations, the parents shared different experiences about the way the partnership was promoted and developed.

Cumulative Risk and Immigrant Youth’s Health and Educational Achievement: Mediating Effects of Inter- and Intra-Familial Social Capital

Using data from Children of Immigrants Longitudinal Study, this study examined the longitudinal effects of cumulative risk of immigrant parents on immigrant youth’s health and educational achievement in young adulthood. The mediating effects of intra- (i.e., family cohesion) and inter-familial (i.e., parental school involvement) social capital were also examined. The findings showed that cumulative risk was negatively associated with youth’s health and educational achievement in young adulthood. In addition, parental school involvement mediated the association between cumulative risk and youth’s health and educational achievement. The findings suggest that inter-familial social connections may be a critical intervention target for immigrant youth preventive interventions.

Parent involvement in school and Chinese American children's academic skills

ABSTRACTThe authors examined the concurrent associations of school-based parent involvement (PI), family sociocultural factors, and children's academic skills in a sample of 258 Chinese American children (5–9 years old) in immigrant families. Parents reported their American and Chinese orientations and family socioeconomic status (SES). Parents and teachers rated parents' school-based involvement, and children's English reading and mathematics calculation skills were assessed with standardized tests. Results of path analysis indicated that, controlling for SES, parents' American orientation was positively associated with their self-reported PI. Although parent- and teacher-reported PI were positively correlated with each other, only teacher-reported PI was positively associated with children's English reading. These findings support the benefits of school-based PI for Chinese immigrant children's English reading achievement. Results also highlight the need to consider differences between teachers' and parents' perceptions of PI in developing culturally sensitive interventions to encourage immigrant parents' school involvement.

Schools as Surveilling Institutions? Paternal Incarceration, System Avoidance, and Parental Involvement in Schooling.

Parents play important roles in their children's lives, and parental involvement in elementary schooling in particular is meaningful for a range of child outcomes. Given the increasing number of school-aged children with incarcerated parents, this study explores the ways paternal incarceration is associated with mothers' and fathers' reports of home- and school-based involvement in schooling. Using Fragile Families Study data, we find that a father's incarceration inhibits his school- and home-based involvement in schooling, but associations for maternal involvement are weaker. Results are robust to alternative specifications of incarceration that address concerns about selection and unobserved heterogeneity. Findings also hold across levels of father-child contact. We also conducted a test of the system avoidance mechanism and results suggest it partially explains reductions in school involvement for fathers following incarceration. Given the reoccurring interest in the interconnection between families and schools and how this translates into success, this study suggests that paternal incarceration is associated with lower parental involvement in schooling and highlights the role of system avoidance in this association. Attachment to social institutions like schools is quite consequential, and this work highlights another way mass incarceration influences social life in the United States.

A Longitudinal Study of the Impact of Parental Involvement in School on Child’s Academic Achievement

A Longitudinal Study of the Impact of Parental Involvement in School on Child’s Academic Achievement

The role of social capital at home and in school in academic achievement: The case of South Korea

Using data from the Korean Educational Longitudinal Study of 2005–2007, the current study investigated the role of family and school social capital in students’ academic achievement in South Korea. Results showed that while some forms of family and school social capital were associated with increased math achievement, the effect of family social capital was greater than that of school social capital. Results also suggested that similar to parents who play a key role in shaping social capital at home, teachers may play an important role in building ecological school social capital such as collective school norms, which was found to affect students’ academic achievement. In addition, results found some interaction effects between family social capital and school social capital. Specifically, collective school norms were found to compensate the deficiency of parental involvement in school, while student–teacher relationships and academic emphasis had boosting effects with parental educational expectation on students’ academic achievement. Features of Korean education related to the distinctive role of family and school social capital in students’ academic achievement and policy implications were discussed.

Teachers’ capital in view of intensive parental involvement in school: the case of teachers in high socio-economic status schools in Israel

ABSTRACT Regarding schools as a field in which different groups struggle over influence, we examine how teachers perceive parents’ involvement and what capital they activate while interacting with parents in order to maintain their professional position. Interviews conducted with 20 teachers in high socio-economic status schools in Israel revealed that teachers emphasise that their relationship with parents is based on threat. Hence, they based their relations with parents on their cultural and social capital in order to exclude parents from being involved in school. This approach stands in contrast to current policies that give rise to active parenting. Suggestions for policy formation are presented.

Collaborative partnerships between high poverty and minority parents and educational leaders

PurposeThis paper aims to explore parent and school leader partnerships to engage high poverty and minority families against the backdrop of transformative educators fulfilling federal policy advice on parent involvement in schools. Policies encouraging school and home collaboration are considered in an urban school district.Design/methodology/approachQualitative methods explore perspectives of parents and educators regarding parent engagement supporting student advancement. Data collection includes individual and group interviews, document analysis and observations.FindingsFindings suggest that federal policy encouraged collaboration between parents and educational leaders. District initiatives contextualized parent involvement models of school home collaboration. Parents believe parental engagement is essential for student advancement but are uncertain about how to participate. Opportunities exist for transformative leadership in the district and schools.Research limitations/implicationsResearch implications suggest that policy can be a catalyst for parent involvement activities. Parents learn that opportunities exist for them to support children in schools and that educational leaders can be partners and advocates. Understandings are extended for educational leaders regarding parents as collaborators supporting students. Finally, policy makers are urged to be mindful in crafting legislation about school home partnerships.Originality/valueThis paper fills literature gaps about parent and educational leader collaboration in advancing parental involvement. Educational leaders are in prime positions to cultivate trusting linkages with high poverty and minority parents by sharing advocacy for students. Transformative educational administrators who strive for equity in schools can further school home alliances. Policy can present opportunities for educators to embrace parental involvement.

Parental involvement in municipal schools in Chile: Why do parents choose to get involved?

Utilizing Hoover-Dempsey and Sandler's (1995, 2005) theoretical framework on parental involvement, this study examined a cross-sectional sample of 516 parents of children in the first and fourth grade in municipal schools in Chile. The research sought to examine the association between parental motivational beliefs, parental perceptions of invitations for involvement, and parental perceived life context, and parental at-home and at-school involvement when controlling for child, parent, and household characteristics. Results from this study indicate that child invitations for involvement, parental sense of self-efficacy, income, and child's grade level are significantly associated with parental at home and at school involvement. Time and energy was also significantly associated with parental at school involvement. Understanding the importance of parental involvement as a protective factor in children's mental health, the article concludes with reflections on the findings for school-based mental health interventions. Specifically, the conclusions explore how to integrate family involvement initiatives and increase parental involvement, taking into account parental motivations for involvement in an international setting.

Association between Socio-Ecological Risk Factor Clustering and Mental, Emotional, and Behavioral Problems in Hispanic Adolescents.

Compared to non-Hispanic whites, Hispanic adolescents in the U.S. report higher rates of several mental, emotional, and behavioral (MEB) problems such as substance use, sexual risk behaviors, and internalizing and externalizing problems. There is evidence of common pathways in the development of MEB problems with certain subgroups of Hispanic adolescents being at greater risk. In the present article, we report analysis of baseline data for 959 Hispanic adolescents who participated in one of two randomized controlled trials evaluating a family-based preventive intervention. Utilizing latent class analysis, we identified subgroups of Hispanic adolescents based on socio-ecological risk and protective factors (e.g., parent-adolescent communication, parental involvement in school). Three distinct socio-ecological risk subgroups (high, medium, and low risk) were identified and exhibited significant differences from each other across a majority of socio-ecological risk and protective factors. Adolescents in higher socio-ecological risk subgroups reported greater MEB problems across all outcomes. Individual comparisons revealed significant differences between the low socio-ecological risk group and both the medium and high socio-ecological risk group in lifetime alcohol use, smoking, and sex, as well as internalizing and externalizing problems. Implications for intervention include focusing on specific risk subgroups and targeting shared risk and protective factors rather than specific MEB outcomes.

Perceptions of Disability and Special Education Among East Asian Parents:

AbstractThe purpose of the current literature review is to understand how East Asian American (EAA) parents of students with disabilities perceive disabilities and special education. These parental perspectives are compared to those of their East Asian (EA) parents to better understand whether EAA parents adjust their perceptions in the U.S. Findings from 21 studies indicate both similarities and differences between EAA parents and EA parents regarding (1) parents' perceptions of disability, including (a) familiarity with the concept of disability, (b) child's disability type, and (c) religious beliefs and (2) parents' perceptions of special education and related services, including (a) highly qualified teachers, (b) overall quality of special education and related services, and (c) level of parental involvement in their child's education. Implications for research and practice are discussed, including the need for increasing awareness of disabilities among immigrant communities and the promotion of parental involvement in schools.

THE MODERATING ROLE OF PARENTAL SCHOOL INVOLVEMENT BETWEEN PARENTAL ATTACHMENT AND PROBLEM FACED BY TRUANT AND PUNCTUAL STUDENTS

Ponte Academic JournalApr 2017, Volume 73, Issue 4 THE MODERATING ROLE OF PARENTAL SCHOOL INVOLVEMENT BETWEEN PARENTAL ATTACHMENT AND PROBLEM FACED BY TRUANT AND PUNCTUAL STUDENTSAuthor(s): Muhammad aqeel ,Dr Asghar Ali Shah, Dr.Iffat Rohail, Dr Sadaf Ahsan, kanwal shahbaz, Ammar AhmedJ. Ponte - Apr 2017 - Volume 73 - Issue 4 doi: 10.21506/j.ponte.2017.4.20 Abstract: This study investigated the role of parental attachment, parental school involvement and problem faced by truant and punctual students (n= 200) age ranged 12-18, using the cross- section techniques and three scales we assessed thinking of student about school, homework, parents ability to supervise and to monitor children in homework, school, home and family, health issues, parental attachment and emotional relationship between child and parents. Our data indicated parental attachment was significant positively correlated with mother’s school involvement but non-significant positively correlated with father’s school involvement, however, the data of punctual students on same variable was non-significant positively linked with mother’s school involvement and positively significant associated with father’s school involvement. These variables had significant negatively correlation with Mooney problem checklist across the truant students, moreover, non-significant positively correlated with mother’s school involvement and Mooney problem checklist but positively significant linked with father’s school involvement among punctual students. Further results showed non-significant differences among truant and punctual students on studied variables. The result indicated mothers’ more involvement in home related activities among truant students and fathers’ more involvement in school related activities among punctual. Results revealed father school involvement was a significant moderator between parental attachment and problem faced by punctual students. Present study will be helpful for parents and teachers to understand in dealing with problems of adolescent and interact with them according to their role. Helping parents to know about the impact of parental attachment will lead towards positive behaviors in their children Download full text:Check if you have access through your login credentials or your institution Username Password

The Effect of Parental School Involvement on Children's School Adjustment: The Mediating Role of Parental Efficacy

The Effect of Parental School Involvement on Children's School Adjustment: The Mediating Role of Parental Efficacy

Parent Involvement in Education in Terms of Their Socio-Economic Status

Problem Statement : Increasing the quality of education and educating well-qualified students is one of the most important objectives of formal education. Informal resources are as important as formal resources in improving this efficiency and productivity. In this respect, it can be said that family is the most important informal structure affecting the education of the child. In order to evaluate the involvement of family in education, various ways of categorizing have been implemented. One of these systems provides six categories in parental involvement, which are parenting, communicating, volunteering, learning at home, decision making and collaborating with the community. Whilst the meaning and significance of parental involvement is the starting point of this study, determining the level of involvement of the families in the educational activities at schools in terms of their socio-economic status is the main purpose of this study. Considering the fact that research on parental involvement in schools in terms of the socio-economic status of parents is scarce, the present study may serve as an important data source for researchers and policy makers in regard to comparing the effects of this involvement. Purpose of the Study : The purpose of this study is to examine the viewpoints of administrators, teachers and parents on involvement of the families in the process of education in terms of socio-economic status in public and private primary and secondary schools. Method : Interview and document analysis methods, which are both qualitative research methods, were used in the study. The study group was 11 teachers, four administrators working at public and private primary and secondary schools in Mugla and six parents. The data were collected through semi-structured interview methods. In addition, the documents related to the involvement of parents to education were analysed—school newspapers, the announcements, news and the activities section of the schools’ Web pages. In analysing the data collected in this study, the NVivo8 package program and the descriptive analysis technique were used. The findings are presented with a descriptive analysis method. Findings : The results of the study indicate that parents from different socio-economic backgrounds do not have very different ideas about the process of involvement in the process of education. However, because school-family interaction in public schools and the trainings on parenting are not very systematic even if socio-economic status is high, the interaction is not at a desired level. The reasons parents communicate with the schools were found to be to evaluate student’s academic success and personal development. Both in public and private schools, involvement of parents in the decisions was in the form of asking parents their ideas. It was found that parents having a good socio-economic status were more willing and active in the procedure of participating in the process of education. Conclusion and Recommendations : In order to increase parent involvement in education, the guidance services at schools should be used more functionally. For example, needs analysis towards determining the needs of the parents and the students in their school life should be made, and based on the results of the analysis, programmes to support parent involvement in education should be prepared.

Coparenting and Parental School Involvement

Parental school involvement is associated with social, psychological, and academic child outcomes. Beyond school, demographic, and individual influences, research on the relationship between family level processes and parental school involvement is limited. Coparenting is a unique family level relationship that influences parental engagement, but its link with parental school involvement is less understood. The goal of this study was to examine the association between coparenting support and biological mothers’ and fathers’ home-based involvement and school-based involvement when the child was 9-years-old. This study also tested whether biological parental union transitions (i.e., parental union dissolution; parental union formation with each other; stable coresident relationship with one another) significantly moderated these relationships, and whether the associations among the variables of interest were empirically stronger for mothers or fathers. Using data from the Fragile Families and Child Wellbeing Study (N = 1896 biological mothers and fathers), the current study utilized multiple-sample latent variable structural equation modeling analyses to explore the above associations. Higher levels of coparenting support were associated with higher levels of mothers’ and fathers’ home-based involvement, and higher levels of fathers’ school-based involvement. Union transitions did not moderate these relationships. The link between coparenting support and home-based involvement was significantly stronger for mothers, and the link between coparenting support and school-based involvement was significantly stronger for fathers. Coparenting support may be important to understanding the many components that influence parental school involvement.

Principals' and Teachers' Practices about Parent Involvement in Schooling

Parent involvement has an influence on children's educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators' and teachers' perceptions about parent involvement in schooling. Data was collected from 64 public schools' administrators and teachers of elementary, middle and high schools. Six hundred and sixty one (55%) of surveys returned from 28 elementary schools, 27 middle schools, and 9 high schools. Data was analyzed with Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) using the Statistical Package for Social Sciences (SPSS). For qualitative part, phenomenological research method was used to investigate principals' and teachers' experiences to promote parent involvement. Findings indicated that school levels and teachers' education levels had a statistically significant impact on combined factors of parent involvement. No significant differences were found in parent involvement among principals and teachers who are from different major, gender, and seniority groups. This study showed that educator' attitudes is the most significant factor on parental involvement in schooling. Additionally, this study claimed when principals offer different time schedule for parent and teacher meetings, parent involvement is increased. One of parents is selected by Parent Teacher Organization for each grade so parents might use social media for all of meetings, offers, events, and announcements.

Parental Involvement and Public Schools: Disappearing Mothers in Labor and Politics

In this article, I argue that the material and rhetorical connection between “parental involvement” and motherhood has the effect of making two important features of parental involvement disappear. Both of these features need to be taken into account to think through the positive and negative effects of parental involvement in public schooling. First, parental involvement is labor. In the following section of this paper, I discuss the work of feminist scholars who have brought this to light. Second, parental involvement remains one of the most significant ways in which citizens participate in the public sphere. While education reform projects centered on parental involvement do show some recognition that what parents/mothers do is in fact work, even as they ignore the gendered dimensions of this work and sunnily demand that parents do ever more of it, these projects resist the recognition that parents’/mothers’ involvement is also political.

Family meals and adolescent perceptions of parent–child connectedness

Affirming parent–child interactions, leading to Parent–Child Connectedness (PCC), may provide protective factors that support positive adolescent behaviors and health outcomes; shared family meals are thought to reinforce these interactions. Eight hundred and fifty-five adolescents, ages 9–13, attending six health education centers in the US were surveyed regarding their attitudes about selected interactions they share with their parents. This study used the variables of frequency of parent–child communication, feeling loved by parents, perceived emotional support, time spent with parents, and parental involvement in school to operationalize PCC. With the exception of gender, family structure, and parental involvement at school, all construct variables were positively associated with frequency of family meals. The results of this study expand understanding of the association of family meals with PCC by investigating the influence of family constellation on PCC, whether PCC varies by caregiver and inquiring about the child’s satisfaction with or desire for alterations in these interactions.