Lack Of Participation Of Parents / Family Involvement

The research by Ralph McNeal proposes a theoretical model that separates parent involvement into two practices: (1) linking parents to children (Parent-child relationship) and (2) linking parents to other adults (Parent-Parent relationship) in the school environment. The researcher hypothesizes that parent-child (i.e. discussion and monitoring) and parent-school (i.e. educational support strategies and Parent Teacher Organization involvement) practices will differentially affect student attitudes (educational expectations), behaviors (absenteeism, homework, truancy), and achievement (math and science). Using a national survey conducted in the United States of schools and students, the National Education Longitudinal Study (NELS: 88), the research findings confirm that parent-child and parent-school involvement practices differentially influence student attitudes and behaviors, thereby indirectly affecting student achievement (Jr, 2014).From this body of research, it can be concluded that increasing parental involvement within the African American population can increase student achievement thereby reducing the Black-White academic achievement

In other words, contributes to the enhancement of knowledge of the child and his or her growth in school. Research provides implication of parent involvement in schooling, such as the effects on students dependent on the relationship between home and school, related research on the topic (e.g. socioeconomic and race), the issues to producing involving parents, and, concluding, example models of parent involvement that have been

Collective research focusing on family-school partnerships provide an extensive examination of parent involvement. Smith et al., (2011) referred to parent involvement as school, family, and community partnerships for the purpose of shared expectations, responsibilities, interests, and correlating influences of family, school, and community. Epstein’s (2008) framework of parent involvement approached parent involvement typologies from an institutional perspective; the framework for this literature review was conducted with a parental perspective that may positively affect academic achievement among students in 6th – 12th grades attending high poverty, rural schools. An explanation of Epstein’s six categories of parent involvement follows:

Most parents of black students do not regularly attend teacher/ parent conferences. These conferences are held usually between the sixth and eight week of school and during these meetings parents get a chance to voice any concerns they might have as well as the teachers suggestions. (Cushman 11). One might ask how can a parent send their child to school without ever meeting the teacher? There are several problems associated with black parents and the school system which I discuss in depth later in the paper. Parents just do not place enough emphasis on their child 's education and in turn the child doesn 't either. There is no way that a child could fail if their parents are in continuous communication with his teacher, yes, during these times there is simply not enough hours in the day but if a parent does not care about their child 's future how can expect anyone else to?” Black children are falling farther behind and are victims of an educational system that is failing them.” ( Muhammad 2). If parents do not realize that a teacher alone can not defeat this task alone, that it takes a village to raise a family its sad to say that

A study was done comparing family structure between whites and blacks to determine how important of a role family structure plays in education. Not to my surprise, most of the percentages were higher among whites, but not by very much in any category. More single mothers who were black were more involved in school planning than white mothers. More black mothers told their children what was educationally expected from them; more talked with their kids daily, and checked their schoolwork.

Statistics have shown that 9.7% of African American fathers who don’t live with their children help their with their homework. Although the number may seem low, our white counterparts are at 5% when it comes to this category. This illustrates the effort in the African American community to influence the next generations. These small acts may not have an initial impact, but in the long run it can be the difference of their child enrolling into college. It could be the difference of what career the child chooses to pursue. The powerful potential that lies within the child could be brought out by the

After studying the research, I can see that parental involvement is needed for the child to succeed in school, and that starts from childhood. I can also see that most African American students who have no parental involvement and who return from school to harsh conditions are more likely to spend less time in school, drop out, and accumulate a criminal record. Schools can help the parents provide a positive experience for the students, the school or parents shouldn’t have to provide this alone, because the parents have their influence and the schools if all students are treated the same has their influence and according to the research those students have a much experience at home as well as in school. I believe if African American students

It is doubtless that most of parents want their children get a well-rounded education which will lead children to a successful future. Some parents believe that the obligation of educating their children only belong to schools, whereas parental involvement is definitely important to their children’s education. For those parents who are willing to spend money and energy on getting involved into their

Kara Lysy from the Harvard Graduate School of Education spoke to a group of educators on behalf of the Harvard University Achievement Gap Initiative suggesting that in the past she has made visits to the home of her students twice a year (fall and spring). Lysy’s hope was to open up lines of communication between the parent and teacher, learn more about the family dynamics, and to offer suggestions to the family in helping their children achieve success. Lysy states that, “family ties are important to success and assist in literacy and writing” (AGI Conference, 2011, Lysy). As a parent this sounds fantastic, yet in the real world it is not possible. Jade Beltran, Special Education teacher at Kohlberg Elementary in El Paso, Texas states, “this sounds like an easy fix but in actuality it is not. Teachers in the El Paso Independent School District are prohibited from visiting children at their homes” (Beltran, 2015, Interview). Beltran illustrated the achievement gap in comparison to Maslow’s Hierarchy of Needs by saying, “there is a prevalence of Hispanic students whose parents are working multiple low paying jobs just to put food on the table, education is not a priority for them” (Beltran, 2015,

Pemberton and Miller (2015) conducted two phases to assess the effect of parental involvement in a Title I school with a history to low reading achievement. A principal, parent liaison, two first-grade teachers, and four low-income families participated in the study. It was expressed in Phase I through interviews with the administrators and teachers that the lack of parental involvement conveyed that parents do not value their children's education; therefore, severing as the main reason low-income children continue to perform poorly in academic. In Phase II, teachers’ low perception of parental involvement changed to a new appreciation of parents’ participation based on an experiment that partnered parents

I chose to research study conducted to my interview at Louisville Fair Elementary School in Louisville Mississippi because it is about every child, every chance, and everyday opportunity for Kindergarten through second grade. It has great vision, mission, support of all families and the children’s education is the number one concern. “The Fair Elementary School has 673 low income families for this school that the demographic breakdown of Blacks, White, Hispanic, and two race children but it is more male than female”. (Retrieved from http://public-schools.startclass.com) They encourage the family and community to be engage with the children learning and give option for suggestion for improve participation. The daily processes and routines

Low-income families provide less tax dollars to schools, which directly affects a school’s financial ability to provide resources to teachers and students. Also, larger class sizes could lead to more discipline referrals, which affect the culture of the classroom (Rowley et al., 2011). The role of teachers and family is crucial for student success. A teacher’s ability to show compassion, provide instruction that is relatable, and eliminate discriminatory behaviors, is essential in establishing a classroom culture that promotes learning. Parental involvement in their child’s education is essential, as well. According to Rowley and Wright (2011), “Economically disadvantaged neighborhoods expose children to behaviors and ideals that hinder academic progress” (p.

Educating the young is not only done at school, but disciplining them at home is also essential towards their success. However, parents alone cannot monitor everything their kids do. “Even Black parents with the best intentions can sink their boy’s chances of doing well in school by saddling him early on with that most

As discussed above, the extensive research conducted has demonstrated that parental involvement has positive effects on student achievement (Allen, 2005; Epstein et al., 2002; Mapp & Henderson, 2002). A large portion of the research conducted has been influenced by Dr. Joyce Epstein. Dr. Epstein is the director of the Center for School, Family, and Community

They emphasize that “parenting styles for African Americans might be direct results of their experiences as a subordinate group in the United States (1349),” which is to say that parental input contributes to students inadequate achievement gap, especially for the black students. A study conducted for controlling parenting styles as well as demographic factors eliminated the achievement gap between White and Black students and found that this is to be the case or one academic outcome –language and literacy skills in ratings. This, they identified was because of the different measures of education, because the study used slightly differing measures for parenting styles, including indicators which reflected the way that parents talk to their children about school experiences, school work, activities among others. Variables such as these, which capture parent-student interaction, contribute to the response of inadequate achievement. In addition, it also helps children from different social backgrounds to develop an orientation towards