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Lulu Steele
Abstract
Research was conducted in order to determine the importance of parent involvement in and out
of a school setting. Data was collected with the use of interviews and questionaires by both
parents and school personnel in order to gather information based on the benefits of parent
involvement and the barriers that can keep parents from being more involved in their child’s
academics. Research concludes that in order for students to benefit from parent involvement in
and out of the school setting, there must be collaboration between both the parent and the child’s
teacher. This in return, will benefit children in their academics and prepare them for a future in
Parent involvement in students academics has been a topic of research for many years.
Researchers was conducted in a series of interviews and questionares with the use of a variety of
methods to determine the importance of parent involvement and the benefits. Data collected
reassured that the gap between parents and teachers when it comes to communication and
collaboration can affect a child in reaching academic milestones. In order to close the gap there
must be constant interaction between parents and teachers and school administrators must be
willing to provide training and programs for both parents and staff. Theorist Vygotsky believed
that, children are shaped by “their families, communities, socioeconomic status, education, and
culture”, (Theories of Childhood, pg. 100). This research implies that in order for students to
succeed throughout their school years, more has to be done to include their families and all that
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makes them who they are, in the process. In order for a child to succeed in a school setting,
teachers must take into consideration the information that the child’s parents obtain and the
history behind the child. This can all be understood and learned only if the teacher takes the time
to learn it.
Parent Involvement
Building on previous studies that have concluded that parent and school personnel collaboration
contributes to students behaving and performing better in school (Epstein & Lee, 1995;
Henderson & Berla, 1994; Reynolds, 1991; Walberg, 1984), and with parent involvement
determine what parent involvement meant. The results concluded that the majority of parents
surveyed believed that helping their child with homework was a way that they were getting
involved and felt that that was sufficient involvement. A few of the parents surveyed were not
aware of other ways to get involved. The findings also displayed that in order for a child to reach
educational milestones, a parent should be involved in their child’s school setting as well. School
settings could include volunteer work, attending weekend school functions, and most
importantly, attending back to school nights and parent conferences (Dalgleish, 2000). Most of
the research is focused on elementary school aged students as researchers have seen that there is
a reduction in parent involvement as students progressed to middle and high school (Izzo,
Zellman and Waterman felt that it was important not only to concentrate on the benefits students
receive from parent involvement in a school setting but also involvement at home (). With the
usage of questionnaires completed by parents, they were able to gather data on the amount of
times the parents attended scheduled events and participated in a school council board or
committee with results ranging from 0 to over 100 in the last year. Parent involvement in a home
setting depended on a few factors including culture, and single parent households. Students in
households with only one parent had lower score in reading in comparison to students in a two
parent household. Culture also played a role on the lower grades that some students were
receiving.
Data was collected of the benefits a student has when their parents are more involved (Zellman
and Waterman, 1997). Parent Involvement affects students in different areas in their academics.
Students dropout rates lower when parents help them in staying positive through academic
struggles. Students attendance is more consistent and students are more motivated in maintaining
good grades as well as, enhancing positive attitudes amongst their peers and school staff (Mapp:
1997, Wherry, 1999). Dalgleish reports that research shows that when a parent and their child’s
school join forces, the student does not only succeed in their academics but, it also helps them in
achieving other goals throughout life (Dalgeish, 2000). Data collected in a 3 year study showed
that when parents took part in their child’s academics, such as, homework, projects, and
maintaining communication with their the child’s teacher, student scores were higher in math
and reading. Overall, information collected from the study showed the significant improvement
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that students had when parents are involved in and out of a school setting (Izzo, Weissberg,
Many factors can contribute to creating a gap between parents and teachers. Factors such as,
racial,cultural and economic status can contribute to parents not becoming involved in their
child’s academics and this in return, can affect the child in their academic success (Dalgeish,
2000). Miscommunication can lead to a gap forming between parents and school personnel.
When parents were interviewed about the different ways they felt they were involved in their
child’s academics, they mentioned going to conferences, helping with homework, and teaching
their children good behaviour. On the contrary, teachers felt that they received low support from
their students parents and the different expectations they held from parents created a gap
between communication (Martin, 2009). Communities that students live in can also have a part
in why parents are at times unable to be more involved in their child’s academics, in and out of
school. Parents in these communities struggle at times to make ends meet which can result in
longer hours of work and can keep them from taking part in school events and volunteering as
much as they would want to (Chavkin & Williams, 1989). Interviews conducted with parents
showed that parents at times feel that they are stepping on teachers toes if they become to
involved in their child’s schooling. Intimidation was also a factor that kept some parents from
becoming more involved, since some did not think of schools as a friendly environment. These
type of views were personal views coming from parents that had negative experiences with either
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their child’s school or their own negative experiences during their school years (Dalgleish,
2000).
Moreover, in order for students to be given the chance to succeed academically, parents and
teachers have to work hard in closing the gap that is being created between them. There are many
measures that can be taken in order to close the gap. Training for parents and school staff is an
important method that can help bring positive results that in return, will benefit the students.
Parents engaging one on one with teachers and staff can help form a friendly bond and give
parents ease and comfort in becoming more involved ( Martin, 2009). It is important that school
administrators take the time to train their teachers in creating a more friendly and welcoming
climate. Teachers can at times become controlling of what goes on in their classroom and this
can become a negative experience for a parent. It is important for parents to feel like their
opinion matters and their voice is being heard, an ongoing of exchanging information between
both parents and teachers can lead to this. Teachers taking into consideration language barriers is
another important factor in closing the gap since, some parents might fear not being able to
communicate with the teacher and school staff due to their first language. For that reason, it is
important that teachers create a communication system that will help these particular parents feel
Conclusion
The findings of the research makes it clear that more has to be done in order for parents and
teachers to collaborate and interact to provide the best outcome of the child. The responsibilities
of getting children to reach academic milestones is not only the parent or the teachers but both. It
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is important for parents and teachers to feel a sense comfort in interacting with one another,
understanding that both hold important information based on the child that can help in the
process. Further research is important in order to keep collecting data that will benefit the child.
Without partnership between parents and school personnel such as , teachers, administrators, and
staff, students are the only ones that become negatively affected by this. These findings are
significant for classroom teachers because it is a topic that is crucial to understand and work on
Work Cited
Chavkin, N. F., & Williams, D. L. (1989, December). Community size and parent involvement in
https://toro.csudh.edu/courses/1/LBS303-02_2178_42886/db/_10818165_1/Community
%20Size%20and%20Parent%20Involvement%20In%20Education.pdf
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uest304680944&context=PC&vid=01CALS_UDH&search_scope=EVERYTHING&tab
=everything&lang=en_US
Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999, November 6).
https://toro.csudh.edu/courses/1/LBS303-02_2178_42886/db/_10818216_1/A%20Longit
udial%20Assesment%20of%20Teacher%20Perceptions%20of%20Parent%20Involveme
nt%20In%20Children%27s%20Education%20and%20School%20Performance.pdf
Martin, J. D. (2009). Access Error - No Database Available (3006) - ProQuest. Retrieved from
https://search.proquest.com/docview/305092157
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Zellman, G. L., & Waterman, J. M. (1997). Understanding the Impact of Parent School
https://toro.csudh.edu/courses/1/LBS303-02_2178_42886/db/_10818139_1/Research%20
article%201.pdf