Is Parent Support Positively Influences Their Children 's Academic Motivation

According to the National Education Association (NEA), the Hispanic culture is one of the fastest growing culture groups in America (2016). “There are 41.8 million Hispanics in America, representing 14.2 percent of the U.S. population, with estimates for growth to nearly 20 percent by the year 2050” (NEA, 2016.papa.1). The Hispanic culture believes that their family is a very

Over the past years, most studies on the educational success of a child have focused on the factors that are within the control of the child. They are factors that are directly caused by the child himself such as the level of motivation, discipline level, hard work and the company he keeps. Only a few researchers have focused on the role parents play in the determination of the success that children have in academics. Despite their role being obscure in the scholarly work, it is evident that the involvement of parents in a child’s education plays a significant in determining whether a child will succeed or not. While most scholars argue that a child’s education success is dependent on the level of hard work he or she puts in class, recent studies by different scholars point that a parent’s involvement in school plays a significant part in the education success of their children.

A study on self-fulfilling prophecy was conducted and the threat on the Latino community and its relationship with academic achievement. This study, sought to discover the negative influence that self-fulfilling prophecy has on the widening gap between advantaged and disadvantage groups. Teachers hold lower expectations for Latino/students than for Euro-American students (Guyll, Madon, Prieto, & Scherr, 2010). Self-fulfilling prophecy may begin with classmate resisting to work collaboratively with a Latino/a student because of language barriers. This may cause them to disengage from school and decrease motivation. As a result, they internalize feelings that they lack academic abilities making the self-fulfilling prophecy a reality. Latinas

The scope of this research is to impart imminent knowledge characterizing hindrances and impediments that avert parents from participating in their child’s education process. Parents and educators will be asked to articulate their perceptions and mindset by clearly defining parental involvement while identifying perceived psychological, emotional, and physical barriers that inhibits parents from becoming stakeholders in the school climate. This study may assist impoverished, rural schools in decreasing and possibly eliminating visible academic disparities. This study may also assist educators, school leaders, and community stakeholders in high poverty, rural communities in understanding the cultures, norms, and attitudes associated with poverty that are contributing factors to the lack of parental involvement often constraining the academic success and achievement of the child. The study may also serve as a model for others so they can actively engage parents in taking a participatory role throughout the educational progress of their children.

Although the influence of parental and cultural expectations can have negative effects on academic achievement, studies also show that direct parental involvement and their cultural implementation can positively affect students’ performance. When parents assist their child in assimilating to both the native and dominant culture by agreeing on the significance of education, they provide the student with the tools to transition properly in an academic environment. Research conducted by Davis-Kean and Sexton suggests that “parents of non-American origins who have pursued higher forms of education that provide supportive encouragement to embrace both the American and native cultural values perform better in school” (2009,290). Fram, Miller-Cribbs,

The most at-risk population of students in many classrooms are foster children (Morton, 2016, p.99). Often time teachers and administrators do not know their students are in foster care, and are unaware of why they may have negative behavior in the classroom. Children in foster care are sometimes subjected to trauma, abuse or neglect, which causes their negative behavior in school, and ultimately affects their education (Morton, 2016). The United States continually emphasizes the importance of attending college, but for many foster children post-secondary education is unattainable. However, some foster children do attend and graduate from college (Morton, 2016). The purpose of this study is to figure out “what help, tools, or strategies did college-enrolled foster youth use to support their academic goals?” (Morton, 2016, p.100).

Some of the common themes across the groups of students discussed in the chapter include the family involvement. From a unique standpoint, in the Asian and Latino culture the students are expected to respect authority as well as honor their family. As a result, their feelings are repressed for the greater good of the family in both instances.

Immigrant youth are able to interact with their peers in school, which includes various mixed-gender settings (Stritikus, T., & Nguyen, D. (2007)). Parents have a tendency to have stern rules about their child’s actions separate from school making school not only a place intended for learning, but a place for social interaction as well

Participants included 16 males and 16 females (30 Caucasian, 2 of Hispanic origin) interviewed 11 times across the period from 4 to 24 years of age. Parents ' level of education averaged 16.0 years for the mother and 17.0 years for the father. By the time the participants had reached age 23-24, 2 had earned junior college degrees, 14 had earned a college degree, 4 were in graduate school, 1 had completed some college hours, 10 were

When does a child become affected by the lack of parental involvement in their lives? Some people may say when the child is older, and can fully understand what’s happening. Some even say that children know and feel the effect of the lack of parental involvement when they are as young as Kindergarteners. There are even some people who say that children will never feel the effects of the lack of parental involvement. I disagree with each statement listed above. A child becomes affected by parental involvement as soon as the child is conceived. Think about it, it is the mother’s decision on whether or not to take the right precautions and steps to ensure a healthy pregnancy. If the mother is not looking out for the best interest of their unborn child, the child can have long term effects. Even after birth a child is affected by the decision of their parents. Whether or not a child is loved or neglected plays a major role in proper development. A child will begin to either feel comfortable or become withdrawn when they are put in circumstances as such. Parental involvement is one of the most important things in a child’s development. It will help the child in all areas of development.

I first wanted to look at how stereotypes about Latino immigrants influenced children, particularly in school systems. The article “Double Disadvantage or Signs of Resilience? The Elementary School Contexts of Children From Mexican Immigrant Families,” by Robert Crosnoe, examines the effect negative stereotyping has had on children of Latino immigrants, specifically in the education

Parent involvement in education has been related to many positive outcomes in student academic achievement such as a higher GPA, lower dropout rates, positive behavior, homework completion and increased success in reading, writing, and mathematics (Anderson & Minke 311). This topic on education has been observed, studied, and documented, but mixed results are not uncommon because different researchers take different influential variables into consideration. However, that does not change the fact that parent involvement does affect student achievement and behavior in school. Involvement of parents was the cornerstone of Barack Obama’s “Race to the Top” educational initiative, President Bush’s “No Child Left Behind” initiative, and President Clinton’s 1996 Elementary and Secondary Act (McNeal 564). This shows that parent involvement is one of the main focuses when discussing student achievement. McNeal defines parent involvement as any action taken by a parent that can be expected to help student performance or behavior (564). He also describes parent involvement as social relations that are infused with trust, obligation, and reciprocity (565). Parents who supervise their children’s school work, communicate with teachers on a regular basis, and help develop their children’s plans after high school have students that are more likely to graduate from high school and continue their education.

Chapter Four provides an analysis of the data collected through surveys, interviews, focus groups, and field notes captured for the phenomenological inquiry and interview reflections. A brief summary of the literature review is presented along with the purpose of the study. The methodology and research design are also reviewed including, research questions, participant profiles, and the interview process. A summary of findings, summary of emergent themes, and discussion of the researcher’s conclusions in relation to the collected data concludes in the chapter.

Since this study involves collecting data from minors a full board review must be conducted by the IRB. In order to ensure human subjects are protected, no questions on the survey will expose participants to unnecessary and atypical physical or psychological harm. (Mertler 2016). Participants will be warned that some survey questions may cause discomfort as a precautionary measure since the study deals with participants from vulnerable populations. (Mertler 2016). Subject participation is voluntary and they can chose to end their participation at any time. All surveys will remain confidential. Participants may gain a better understanding of self-motivation in relation to academic achievement. Parent or guardian

This study looks to examine the impact of parental involvement on student motivation and academic achievement while focusing on urban communities. A mixed methods research design will be conducted in order to “explain, clarify, and extend results discovered through the use of “ (Mertler 2016) a longitudinal survey design, specifically a trend study. Since both quantitative and qualitative data will be collected on the same survey, the type of mixed methods research being conducted will be a convergent parallel design. The trend study will be used to “examine changes [on motivation and achievement] within a specifically identified population [of students in urban communities without parental involvement] over time.”