This document discusses parental involvement in education through a literature review. It covers several key topics:
1) The No Child Left Behind Act aimed to promote parental involvement but many states found its rules too strict. Parental involvement is important for student success but can be influenced by environmental, motivational, and self-efficacy factors.
2) Studies show parental involvement through activities like homework help can increase student motivation and academic performance. However, too many or too few rules at home can backfire.
3) Communication between parents and teachers is also important for involvement, though some forms of free tutoring may paradoxically decrease parental participation in education. Overall parental perceptions and support are crucial for students.
Get tips to deal your child positively and get importance of attending parent teacher meeting and how you be involved in their education. Get free tips and guidance.
Get tips to deal your child positively and get importance of attending parent teacher meeting and how you be involved in their education. Get free tips and guidance.
how can we involve parents in education to improve the educational environment for their child. what are its benefits and why it is important to involve parents.Parent-teacher partnership makes tremendous impact on children's education. it improves academic performance and learners become more focused in their school work
School attendence is a prerequite for a student in universial secondary educa...Komakech Robert Agwot
The study explored the effects of students’ absenteeism on student academic and school performance in Uganda. The study also assessed the effectiveness of class attendance monitoring tool; the challenges faced by the school administration in dealing with absentee student(s); and established the relationship between students’ absenteeism and academic performance of students. The relevant literature was reviewed to anchor the methodology and the findings. The study adopted descriptive cross-sectional survey design. A combination of stratified and purposive sampling was applied to accommodate the variety of respondents from Serere, Soroti, Kumi and Ngora districts in Teso sub-region; North Eastern Uganda. The study used questionnaires and interview schedules to collect primary data from 349 respondents who participated in the study out of the expected 384 obtained from a target population of 100,000 giving a response rate of 90.89%. The findings shows that the monitoring tools used for students’ attendance are effective (good) and there is a very positive relationship between student attendance and academic performance. The researcher also found that school attendance affects both the students and the school performance. To the students; it leads to poor academic performance, students drop out, graduating half-baked students, poor curriculum coverage and loss of interest in learning whist to the school; it affects the school image, lower the students’ enrollment, transfer of students by parents, wastage of teachers’ and administrators’ time and affects the university/tertiary enrolment. However, the school administration faces challenges of; interruption of lessons, students being hostile/belligerent to teachers, and parents defending their children whilst dealing with absenteeism students. The study also provides the practical and most effective strategies to improve students’ attendance. These staregies include; promoting Zero Tolerance to Students Absenteeism, parental involvement and participation, developing students’ mentoring programmes, improving “rich” student’s programmes, promoting guidance and counseling, promote good communication, reward students with regular attendance, and need to monitor and supervise school attendance. The researcher concludes that, to support students academically in and out of school; administrators, teachers, and families need to have a shared understanding of their children’s learning and work as partners to meet their academic and social-emotional needs.
Keywords: School Attendance, Academic Performance, Excused and Unexcused Absenteeism, Universal Secondary Education
Education World Global ECE Conference Workshops.
Workshop 3: “I know what’s best for the child”: The Art of Effective Parent Communication, 22 January 2016.
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
how can we involve parents in education to improve the educational environment for their child. what are its benefits and why it is important to involve parents.Parent-teacher partnership makes tremendous impact on children's education. it improves academic performance and learners become more focused in their school work
School attendence is a prerequite for a student in universial secondary educa...Komakech Robert Agwot
The study explored the effects of students’ absenteeism on student academic and school performance in Uganda. The study also assessed the effectiveness of class attendance monitoring tool; the challenges faced by the school administration in dealing with absentee student(s); and established the relationship between students’ absenteeism and academic performance of students. The relevant literature was reviewed to anchor the methodology and the findings. The study adopted descriptive cross-sectional survey design. A combination of stratified and purposive sampling was applied to accommodate the variety of respondents from Serere, Soroti, Kumi and Ngora districts in Teso sub-region; North Eastern Uganda. The study used questionnaires and interview schedules to collect primary data from 349 respondents who participated in the study out of the expected 384 obtained from a target population of 100,000 giving a response rate of 90.89%. The findings shows that the monitoring tools used for students’ attendance are effective (good) and there is a very positive relationship between student attendance and academic performance. The researcher also found that school attendance affects both the students and the school performance. To the students; it leads to poor academic performance, students drop out, graduating half-baked students, poor curriculum coverage and loss of interest in learning whist to the school; it affects the school image, lower the students’ enrollment, transfer of students by parents, wastage of teachers’ and administrators’ time and affects the university/tertiary enrolment. However, the school administration faces challenges of; interruption of lessons, students being hostile/belligerent to teachers, and parents defending their children whilst dealing with absenteeism students. The study also provides the practical and most effective strategies to improve students’ attendance. These staregies include; promoting Zero Tolerance to Students Absenteeism, parental involvement and participation, developing students’ mentoring programmes, improving “rich” student’s programmes, promoting guidance and counseling, promote good communication, reward students with regular attendance, and need to monitor and supervise school attendance. The researcher concludes that, to support students academically in and out of school; administrators, teachers, and families need to have a shared understanding of their children’s learning and work as partners to meet their academic and social-emotional needs.
Keywords: School Attendance, Academic Performance, Excused and Unexcused Absenteeism, Universal Secondary Education
Education World Global ECE Conference Workshops.
Workshop 3: “I know what’s best for the child”: The Art of Effective Parent Communication, 22 January 2016.
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
Level of influence of parental involvement on the selected tangub city nation...Elton John Embodo
This study of ours is entitled "LEVEL OF INFLUENCE OF PARENTAL INVOLVEMENT ON THE SELECTED TANGUB CITY NATIONAL HIGH SCHOOL STUDENTS.
This is the final version of our study, I hope it will help you.
Parent Involvement In 21st Century SchoolsMary Johnson
Families, staff, community members and students all participate in developing families and students school friendly schools vision for student’s achievement.
EFFECT OF CHILD ABUSE ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENT...ResearchWap
ABSTRACT
This project work focuses on the effects of child abuse on students’ academic performance. The study attempts to unravel the causes, effects and remedies to child abuse among secondary school students. It was carried out in Esan West Local Government Area of Edo State. A sample of 100 was randomly drawn from selected secondary schools in the local government and questionnaires were administered to the respondents. The mean percentage test, which was adopted in the study’s analysis, indicated that excessive battering of a child by parents/teacher/guidance; broken homes, child hawking before and after school and an unconducive learning environment are all causes of child abuse. Also, it was found that child abuse negatively affects a child’s school performance; such abused children are vulnerable to early pregnancy. Ill-treatment as well causes permanent and lifelong trauma, thereby making children develop low cognition of school subjects. The preaching of good morals by religious leaders to parents and guardians is part of the recommendations made in this study. Also, melting out punishment in form of fines on erring parents/guidance especially those forcing their children to hawk, and prevention from bad peer influence will help eliminate or reduce to the barest minimum the incidence of child abuse among secondary school students.
EDD614ASSIGNMENTCASE2Trident International University .docxbudabrooks46239
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
The purpose of this study was to determine how parenting contributes to deviancy in school among students at Bokamoso Junior Secondary School. The study was a descriptive survey in which a questionnaire was administered to Form 2 and Form 3 students of Bokamoso Secondary School to collect data. The results were then presented using mean and standard deviation. The results showed that majority of students were male around the age of 16-20 years. The results further revealed that parental involvement has a significant influence on students being deviant, which was given by an average mean of 2.55 which is above the criterion mean of 2.50 and average standard deviation of 0.572. It was concluded that parenting is factor associated with a deviancy amongst students at Bokamoso Secondary School. It was therefore recommended that they should be a joint disciplinary council consisting of parents or guardian, teachers and school management which usually recommends on how to deal or act on certain offences depending on the gravity of offences.
Parenting Styles and Academic Performance of Senior High School StudentsAJHSSR Journal
ABSTRACT: The district-wide survey study examined the parenting styles and academic performance among
Grade 12 learners in Social Science amidst the CoViD-19 pandemic. The study involved two hundred forty-four
(244) parents as respondents. The study used descriptive research design through survey questionnaires as the
main instrument in gathering the required data. Descriptive and Inferential statistics were employed in the
computation, analysis, and interpretation of data. Results of the study revealed that most parent-respondents are
female, in their middle adulthood, with a minimum family and a number of children. Parents agree on the
parenting styles they do. The mean academic performance of Grade 12 learners in Social Science was "Very
Satisfactory". There was a significant difference in parents' parenting styles as to authoritarian style when
respondents were grouped according to age and family monthly income. There was a significant difference in
parents' parenting styles as to permissive style when respondents were grouped according to age. There was a
significant difference in parents' parenting styles as to authoritative style when respondents were grouped
according to the number of children in the family. There was a very low positive correlation between the
parenting styles of parents and the academic performance of Grade 12 learners in Social Science. Based on the
study's findings, parents may consider exploring appropriate parenting styles to motivate their children, and
parents are encouraged not to spoil their children. Parents are encouraged to attend any PTA meetings to show
support for their children's learning. The parents may consider equally practiced parenting styles as
authoritarian, permissive, and authoritative regardless of their profile. It may be possible to undertake a
comparative study with a bigger sample size of participants from various places to validate and enhance the
generalizability of the results.
KEYWORDS : academic performance, parenting style, senior high school students, Botolan, Zambales
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
EFFECTS OF SOCIO-ECONOMIC BACKGROUND OF PARENTS ON THE ACADEMIC ACHIEVEMENT O...ResearchWap
Man as a social being is endowed with different abilities to explore his environment and possibly to improve the lots of mankind. That is why there are differences in educational attainment of students.
However, these variances are not only found in students’ characteristics like hereditary, age, sex and intelligence quotients which are believed to relate more strongly to his/her achievement levels. A considerable portion of variation in students could be accounted for, in other forms via socio-economic status of parents, family and environment, (family size), beliefs, value and prestige, reward of higher educational parental choice etc.
The effects of socio-economic background of parents on the achievement of their children in school have been a great factor in the recent decade in academic system in the country.
Socialization is the study of the society. Various sociological schools of thought have asserted that in deciding whether a child performs well or not at school is of immense importance to identify the difference between the influence of the socio-economic background of parents and their children’s academic achievement and attainment.
Brown, sidney l. the impact of middle schools health on dropout rates schooli...William Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
The influence of parents’ socio-economic status on students’ academic perform...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
Apa style dissertation why does effective leadership make a difference in hig...
Parental Involvement in Education
1. Running head: PARENTAL INVOLVEMENT IN EDUCATION
1
Parental Involvement in Education
Sadania Miller
Queens University of Charlotte
Author Note
Sadania Miller, Department of Psychology, Queens University of Charlotte at
Charlotte, North Carolina.
Correspondence concerning this article should be addressed to Sadania Miller,
Department of Psychology, Queens University of Charlotte, Charlotte, NC 28274.
Email: sadania.miller@rexmail.queens.edu
2. PARENTAL INVOLVEMENT IN
EDUCATION 2
Abstract
Parental involvement is very important in regards to children and their education. The No Child
Left Behind Act was implemented to help student succeed in school and to promote more parent
involvement in educating their child. Although the No Child Left Behind Act had major
problems school system such as Louisiana and Arkansas found ways around the act in order to
obtain funding for their education system. The lack of parental involvement can lead students to
dropping out of school, increase exposures to violence, and other behavioral issues. Many factors
can influence parental involvement such as the environment, attachment, motivation in school,
self-efficacy, parental control in tutoring, parent-teacher involvement, and homework. A parent’s
perception can influence a child’s way of thinking in regards to education and success. If parents
perceptive their child as a student who will succeed, the child will more than likely succeed
because they know that is what their parents expect from them but, the child does not know what
the parent expects they will not succeed. Without parental assistance, a student’s autonomous
beliefs which could potentially lead them down the wrong path. Studies have shown that parents
who leave their child to make autonomous decisions themselves are often left making decisions
that affect their life as they get older, and live independently.
Keywords: lack of parental involvement, education, federal funding, rules and
regulations, education system
3. PARENTAL INVOLVEMENT IN
EDUCATION 3
Parental Involvement in Education
Recently, President Obama gave ten states the opportunity to waive their right for the No
Child Left Behind Act (NCLB) and requested that they made sure that their students graduated
and had enough knowledge to go on to the next level (Star News, 2012). Currently, Obama
Administration has been dealing with issues regarding the NCLB Act of 2001. In New Orleans,
Louisiana, and a few other states, the NCLB has been waived because those states have made
modification to the act and renamed it The Elementary and Secondary Education Act (ESEA)
(Cunningham, n.d.). The modifications have made much improvement in states such as
Arkansas. Even though, Arkansas has made changes to the NCLB Act they are still able to
receive money for their Title 1 program and leave their ownership to the state and local
government to handle. Teacher and parent encouragement is needed in order to make the
program and act successful, especially when a program was not in the shape it needed to be in.
Without parental involvement many schools will shut down and their will be no place for
students to go but, to other crowed schools (Cunningham, n.d.). John Hopkins University
performed a study that found only a 10% difference had been related to academic achievement
was school related. The minority group of students had a 20% difference as it related to
difference among racial groups, mainly because a number of the parents had obtained low
educational level than others (Smith, 2012). The NCLB Act was implemented according to
Smith (2012) to eliminate discriminating gaps within the school system, mainly due to poverty
levels around the different schools. The NCLB Act was made administrators and teachers set up
impossible standards that eventually labeled many schools as needing to be improved. NCLB has
made many groups and races stick out more than other since, it records race into consideration.
When the repot prints out for the students it clearly labels race which is 81% of the White
4. PARENTAL INVOLVEMENT IN
EDUCATION 4
population scores high and 5% of the Blacks, Hispanic, disadvantage, and special education
students scores as low (Webley, 2012). Many schools had to come up with additional options for
students such as Saturday school, extended school days, to be taken over and turned into a
private charter school, or be shut down (Webley, 2012). On the other hand, President Obama
stresses the fact that it is impossible for policy holders to designate a certain amount to students
who are incapable of learning and sentence them to life in poverty just because they can’t get
ahead.
NCLB held educational leaders to set requirements for schools to focus on credentials or
ability to improve learning by hiring highly qualified teachers to make things move more
effectively. In order to make the teachers more qualified, school’s had to come up with an
evaluation system, to test teachers performance and parents, teachers and education leaders had
to join in on the creation of the system for that process in order to better understand the entire
process and to make changes if necessary( John, 2012). President Obama agrees that the NCLB
enactment needs to be mandated by the federal government and not the local government. There
is more money within the federal government, then the local government, and it should be the
federal governments right to regulate the education system for every state, not just some states.
President Obama is also for students coming first and not left behind and that it is the state
governments right to help regulate better education systems, but not take total control of them
(Spellings, 2012).
So, what is parental involvement (PI)? PI is the amount of time parents participate in their
child’s school activities, and day to day life. Researchers have found that PI is vital in a child’s
education from kindergarten to high school. In 2001, No Child Left Behind Act was
implemented to help improve PI in education. According to Bloomberg Business Week (2012),
5. PARENTAL INVOLVEMENT IN
EDUCATION 5
NCLB was mandated by the United States government to implement proficiency in math and
language by 2014, this act required that authors needed to realize how bad the education system
was and how the achievement scores were lowering (Bloomberg Business Week, 2012). The
NCLB act will soon expire and states will have to deal with their own education system alone
The NCLB goes by strict guidelines many states don’t want the strict guidelines they will no
longer receive help form the government for their education system (Bloomberg Business Week,
2012). Many states want to receive money for programs and things but, they don’t want the extra
rules and regulations that came with receiving the extra money. PI is important in educating a
child, and this Act strives to improve the overall quality of the school systems by providing
funds to each state. Next, we will discuss the lack of PI and how important it is with homework,
attention, courage and motivational strength.
The lack of PI includes: the amount of time a parent spends with their child on
homework, the amount of attention a parent shows their child and the lack of courage or
motivational strength a parent gives their child. Being involved in a child’s life not only includes
getting them up, out of bed and on their way to school, but also includes being a strong support
system. A child with a good support system at home results in increased motivation and better
behavioral habits; it may also help them achieve academic goals such as school performance
(Hornby & Lafaele, 2011). Students, who strongly agree with their parents’ perception on
education, tend to do better than students who don’t believe in their parents’ perception on
education (Kerpelman, Eryigit, & Stephens, 2008). The purpose of this paper is to review the
literature factors including environment, school motivation and attachment, self- efficacy, rules,
parent- teacher contact, marital status of the parents, parent perceptions, and beliefs that are
6. PARENTAL INVOLVEMENT IN
EDUCATION 6
obtain by both the parents and the child. There are many factors that are included in parent
involvement, so next we will review environmental factors that could influence education.
Environmental factors
Environmental factors that influence PI can affect a child’s academic success. Frey,
Ruchkin, Martin, and Schwab-Stone (2009) found that students living in cities, particularly high
crime areas are more likely to be exposed to violence than students not living in the city. These
researchers found that students living in high crime areas perceived violent behavior as typical;
the student’s eventually began to show regression as a reaction to the perceived thoughts of the
violent crime they witnessed. The lack of PI in the lives of adolescents can cause adolescents to
look up to their peers, which can lead to negative behaviors such as, drug use, poor grades,
behavior problems, depression, and poor attendance in school (Gonzales-DeHass, Willems, &
Holbein, 2005).When students perceive violent crime as a norm, there is a potential for the
development of anti-social behavior, as well as aggression and post-traumatic stress disorder.
With parental support, supervision, and coping strategies, adolescents’ perceptions and
motivation can be changed. Reducing violent exposure can increase a child’s social life, making
a more beneficial connection between his or her personal life and education (Frey et al., 2009).
When students have increased attachments with school, they tend to have lower levels of
abnormal behavior and they view school as a more positive place. This may result in increased
academic motivation and decreased levels of violence in the city (Frey et al., 2009). In contrast
students with low attachment to school have higher levels of abnormal behavior and
aggressiveness resulting in decreased academic motivation (Frey et al., 2009). Usually, programs
that decrease students’ perception on violence have a tendency to use the holistic approach to
reduce certain behaviors from occurring (Frey et al., 2009). Holistic approaches in programs
7. PARENTAL INVOLVEMENT IN
EDUCATION 7
focus more on the overall picture of what is going on rather than the general idea or certain
things in particular, without leaving everything else out of the picture like seeing violence in the
community. Holistic programs fix ideas as students view them and try to change their way of
thinking. A teacher and Presidents of the Wisconsin Education Association Council by the name
of Mary Bell (2012), believes that it takes a holistic approach to determine how well a school
will do based on academic and social expectations, not just expectations guided by educators as
to how they want intervention to be created and what to expect afterwards. Even many parents
who are actively participating in their childs school believe that taking a complete approach will
be more effective than taking only a few approaches at a time and rather than thinking things will
get better just because you work with that particular child at school and develop plans for
improvement without knowing what other factors contribute to the childs academic performance
(Bell, 2012). Next, we will review school motivation and attachment.
School motivation and attachment
Parents who are involved in their child’s schooling have higher grade point averages, and
higher involvement rates academically (Gonzalez-DeHass et al., 2005). These researchers also
found that increased PI correlates with an increased motivation for the child, which may lead to
better school performance. When parents react to their students’ grades and performance in
school by awarding them for their good work, students begins to react by becoming motivated
(Gonzalez-DeHass et al., 2005). Parenting style and motivation can be correlated as well
parenting styles can change the way student view ideas by helping them to control their
understanding, perceived competence, and perceived autonomy. With parental assistance
students are able to see things more clearly and are able to make autonomous decisions
(Gonzalez-DeHass et al., 2005). Without parental encouragement for academic improvement, the
8. PARENTAL INVOLVEMENT IN
EDUCATION 8
child will not be encouraged or motivated to do better. Students with motivationed attitudes
towards school are more likely to continue their school work successfully (Englund, Egeland, &
Collin, 2008). Next, we will review self-efficacy and how it relates to education.
Self-efficacy
Self- efficacy is known to be the internal beliefs of adolescence and his or her
performance for the future (Kerpelman, Erigit, & Stephens, 2008). According to past studies,
African American female students have been known to be stronger on school work, self-efficacy,
and maintain a higher grade point average than African American males (Kerpelman et al.,
2008). Females have a stronger affect for higher education than males (Kerplman et al., 2008;
Sartor & Youniss, 2002; Garg, Melanson, & Levin, 2007). PI can play a role in self-
determination and as long as a parent stays involved in their child’s control for understanding,
perceived competence, and self- regulation, the parent will be able to predict their child’s
education attainment (Gonzales- DeHass et al., 2005). Suizzo and Stapleton (2007) suggest that a
child will have self-efficacy if they hold high aspirations about themselves from their parents
which consist of viewpoints of what he or she should do with their lives as far as going off to
college and achieving high grade point averages. It is possible for a child who has parents
without self- efficacy to have limited sense of determination or effectiveness in their future.
Next, we will review rules and how important it is to have them when it comes to educating
children.
Rules
Another factor includes rules, according to Suizzo and Stapleton (2007) by allowing PI to
be established at home, parents are able to discuss problems and other things going on in school
during mealtimes, and family discussion. Family discussion and mealtimes help the child better
9. PARENTAL INVOLVEMENT IN
EDUCATION 9
elaborate on what’s going on at school and it allows time for the parents to intervene on
problems that may need to be addressed with the school (Suizzo & Stapleton, 2007). Researchers
such as Spera (2005) found that preschool students whose parents regulated rules at home are
more mature, independent, pro-social, active, and achievement-oriented than children whose
parents that do not regulate rules. Fan and Williams (2010) developed rules for homework,
chores, television and maintaining grades were positively influenced by many parents. These
rules had a positive influence for students obtaining a higher education. Researchers have found
that although rules are important, the amount of rules is also important (Simpkins et al., 2009).
Parents with fewer rules had fewer problems and parents who had too many or too little rules had
negative reactions from their child to the rules that were set in place (Simpkins et al., 2009). If a
parent has too many rules, a student is likely to feel overwhelmed and highly controlled by the
rules; if a parent has too little rules a student is likely to get off track, develop behavior problems,
and become more dependent on others.
Researchers have found that adolescents see homework involvement with parents as a
positive influence (Spera, 2005; Hornby & LaFaele, 2011). The more parents are involved in
monitoring, enforcing, or helping with homework, the greater the chances the student will
become more motivated and dependent on external sources such as a parent or counselor
(Gonzalez-DeHass et al., 2005). As long as a parent is involved with the adolescent’s homework,
the adolescent will be likely to show more interest in homework by spending more time on it.
Parents who check their children’s homework were a positive influence on their childs academic
success (Fan & Williams, 2010). Although assistance with homework showed positive effect
with parental involvement, assistant services such as tutoring can also play a role in parental
involvement. For students who received free tutoring that was state or district approved, the
10. PARENTAL INVOLVEMENT IN
EDUCATION 10
parents’ involvement was lower than students receiving other types of tutoring that wasn't state
or district approved (Hartlep & Ellis, 2010). So, in other words parents with free tutoring feel
like it’s not their responsibility to help their child with school work, when they ‘re being
provided with tutors. The parent with free tutoring services feel like it’s the government job to
provide those services for their children and they are no longer needed to educate their child
(Hartlep & Ellis, 2010). Hartlep and Ellis (2010) found that in children who received tutoring
assistance provided by the state or district scored lower than, student who received private
assistance. In regards to ethnicity, African American parents are more involved in homework
than any other ethnicity (Hartlep & Ellis, 2010). These researchers also found that lower level
income parents were more involved when it came to homework than middle level income parents
(Harlep & Ellis, 2010). These results could be due to the increase African American mothers
valuing higher education, and low income families having additional time on their hands, giving
them the opportunity to assist their child with their homework than middle income level parents
(Hartlep & Ellis (2010). Next, we will review parent-teacher contact and how important it is to
be involved when it comes to education.
Parent-teachers contact
Having contact with the school can have both negative and positive effects on a child’s
willingness to learn and becoming motivated. Gonzalez-DeHass et al. (2005) found that
increased parent-teacher contact was related to decreased school interaction. The relationship
between the parents and teachers are sometimes viewed to be a negative one because parents-
teacher contact often deals with behavioral issues (Gonzalez et al., 2005). The greater the amount
of time a parent spends with parent-teacher contact the less the student will stay focused (Hornby
& Lafeale, 2011). According to Frey, Martin, and Schwab-Stone (2009) as long as parent-teacher
11. PARENTAL INVOLVEMENT IN
EDUCATION 11
support is within the child’s reach, a child is more likely to succeed both academically and
intellectually. Increased parent knowledge on their child’s academics, can change a child’s
academic performance and create a more positive attitude towards school (Spoth, Randall &
Shin, 2008).
PI is a problem for parents and teachers, mainly because the material is being taught
differently at home and at school (Horney & Lafaele, 2011). The teacher and parent aren’t
always on the same page with school work that’s why these researchers suggest that the parent-
teacher communication should be more collaborative (Hornby & Lafaele, 2011). Immigrant
families have the least amount of parent-teacher contact because they can have limited skills in
English, resulting in barriers between parent-teacher contacts (Turney & Kao, 2009). Many
immigrant parents who had not lived in the United States for a long period of time were less
likely to get involved with the education system; limiting resources with language barriers, child
care, transportation and communication (Turney & Kao, 2009; Hornby & Lafaele, 2011).
Mothers in immigrant families are more likely to get involved in their children’s education if
they worked part-time versus working full-time (Turney & Kao, 2009). Students of immigrant
families are likely to have higher level of parental involvement if they live within two parent
homes rather than only a one parent home (Turney & Kao, 2009). Promoting more effective
communication could help with the barrier within parent-teacher communication and providing
services to accommodate their need may be beneficial for many of the immigrant families. Next,
we will review marital status and how it relates to parental involvement.
Marital status
Marital status of the parents can also play a role in educating a child. Males transition
worse than females, when it parents’ divorce and separate (Garg, Melanson, & Levin, 2007).
12. PARENTAL INVOLVEMENT IN
EDUCATION 12
These authors also found that males from single family homes scored lower than males from two
parent homes on mental health assessments. Males scored higher on dependency, irrelevant talk,
withdrawal, blaming, inattention, inappropriate behavior, unhappiness, and maladaptive
symptoms than females. Garg, Melanon, and Levin (2007) found that boys are in need of more
attention, and demand attention in ways that were inappropriate to many people. Authority
figures were also more common in single-parent homes than two-parent homes and were
positively related to academic achievement (Spera, 2005). Divorced parents were likely to
become more authoritative than married parents; researcher have also found that mother-only
families are not as focused on their children’s education because of the amount of economic
stress and the lack of social support needed to be effective (Garg et al., 2007). These researchers
also found that students living with many family members of different generation are more
resourceful than families without multiple generations within the household because the other
family member can provide additional resources such as babysitting. Next, we will review parent
perception and discuss how parent perceive their childs’ education.
Parent’s perceptions
Parent perception is how a parent feels about certain ideas in relation to their child
education such as school expectations, interactions with school work, and tolerance for their
child’s behavior (Bhutto, Narejo, Butt, Shaikh, & Virwani, 2012). “PI plays a major role in
children education in terms of performance and career choice (Bhutto et al., 2012).” Parents have
many perceptions of their children and their academic success. Kerpelman, Eryigit, and Stephens
(2008) found that a parents’ perception of future success can be positively related to a child’s
knowledge and how a parent feels about their education. If a child knows that the parent desires a
higher education, then the child will give the parent what they desire. If the child doesn’t know
13. PARENTAL INVOLVEMENT IN
EDUCATION 13
the parent wants them to get a higher education it will not be obtained (Kerpelman et al., 2008).
These researchers designed a survey for participants to evaluate their perception on support from
parents and they found that on average, participants within the survey had moderate associations
with future education orientation. Another study concluded that goals and aspirations set by
parents for their children were related to their children’s academic goals, presence in school,
course enrollment, accomplishments, and attendance to college (Spera, 2005). Spera (2005) also
found that minorities primarily African Americans and Hispanics, value a higher education
equally to non-minority parents. Some immigrants lack understanding of what is expected when
it comes to education in general fail in academic achievement (Turney & Kao, 2009).
Researchers concluded that a child will only do better at school when their parents’ aspiration
and expectation for them increases, so if the child knows the parent expects a higher education
attainment then, the child will have a higher education attainment for themselves (Phillipson &
Phillipson, 2007; Hong, Ho, 2005)). A study performed by Hong and Ho (2005), concluded that
PI with communication and parent aspirations had the most immediate and lasting effect on
academic achievement than Asians and African Americans. Asian American was found to have
more of an effect on parent participation in the effectiveness of involvement and African
American was shown to have an effect on parental education aspiration in the immediate phase
rather than the initial phase and Hispanics only had parental communication as a long lasting
effect, but no other parental involvement effect was shown to have any other significance. Goal
and aspiration are important when trying to reach future success and being able to make
autonomous decision can lead a child to becoming more independent. So, next we will review
beliefs systems and how different types of beliefs are perceived.
Belief system
14. PARENTAL INVOLVEMENT IN
EDUCATION 14
Exposing a child to have autonomous beliefs has been linked to weaker legitimacy
beliefs. Legitimacy beliefs are adolescents’ beliefs that are accepted by parents that have been
known to control a child’s behavior (Kuhn & Laird, 2011). These researchers also found recent
studies that concluded adolescents who were unsupervised on behavior were associated with
anti-social behavior. Students were shown to have less legitimacy beliefs were likely to disclose
their behavior to their parents. Behavioral autonomy in children was associated with behavioral
problems when children made decisions for themselves verses making decisions based on their
parent’s perception; the child was also likely to have a weaker legitimacy belief.
Parent beliefs are beliefs that parents have about the acceptance about a decision their
child has made. Autonomous beliefs are beliefs in which one develops based on desires. Many
parents believe that as their child ages, he or she should express their own autonomy. Some
parents let their children experience life for themselves, leaving them to make unreasonable
decisions (Gonzales-DeHass et al., 2005). Leaving a child to express a little autonomy is said to
be fine but, as long as the parent helps support their child’s autonomous decision it could
positively correlate to his or her increase in motivation (Gonzalez-DeHass et al., 2005). These
researchers also found that parental autonomy and support goes along with a student’s
understanding, perception and independence (Gonzalez-DeHass et al., 2005). Next, we will
conclude this article by viewing all these ideas together.
Conclusion
PI can help a child succeed both academically and intellectually. PI promotes a child to
achieve better in life overall based on their autonomous beliefs and the perceptions from their
parents. Parents and teachers should be actively involved in the students’ education more
collaboratively in order to reduce negative attitudes the child may have with school, resulting in
15. PARENTAL INVOLVEMENT IN
EDUCATION 15
lower motivation rates and grades. As long as the negative attitude about school is managed, a
child’s motivation will increase. There are many factors that can become a barrier in a child’s
education but, as long as all the factors are managed more effectively, higher academic
performance can be achieved. This is important because without parental involvement, drop-out
rate would increase and student’s perception as something being normal can reflect the child’s
behavior. Future research needs to be geared towards parental support and academic monitoring
which only allows some African Americans to succeeds, but not all (Rath, Gielen, Haynie,
Solomon, Cheng, & Simons-Morgan, 2008). Rath et al. (2008) performed some previous
research that found positive relationships between parental academic monitoring and
adolescent’s academic achievement. Rath et al. (2008) also concluded that home and school had
a positive correlation on academic outcomes.
16. PARENTAL INVOLVEMENT IN
EDUCATION 16
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