The Academic Outcomes For Children

The fact that African American students lag several years behind their White peers in math and reading continues to be a persistent problem in America’s public schools – a critical issue that should not be ignored in any meaningful discourse on community, literacy and public schools. The wide body of relevant research reveals many causal factors and correlates including race, socioeconomic standing, social class, teacher competence and perceptions, quality of schools, etc. It is also generally acknowledged that there is a direct, positive correlation between greater parental involvement and student academic achievement. The particular focus of this paper is on the question of to what extent parental involvement – or lack thereof- influences the academic performance of African American students. I will argue that African American student underachievement is, to a significant degree, likely to be attributable to lack of active parental guidance and involvement. The variety of factors that impact parental involvement, particularly that of parents of non-dominant backgrounds, will be examined in order to demonstrate the need for schools and teachers to diversify the approach generally taken to collaborating with parents, such that it becomes a more meaningful, inclusive and relevant process for these parents. In closing, I will draw on an interview conducted with the parents of an

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

It is critical for a parent to be involved in their children’s education because it is important for a child to have knowledge. Parents often help toddlers develop early academic skills by reading books to them or helping them learn their ABCs and numbers. When a child starts school, parents should communicate with their child’s teachers and keep track of their academic progress. Parents of older children should focus on teaching their children independent study

Many schools want to incorporate a powerful and positive parent involvement community, yet face a challenge in how to implement effective strategies to involve parents in helping students reach academic achievement. I believe parents want the very best for their child, even if they do not know how to go about helping their child reach success. Students come to school with countless attributes that I may or may not acknowledge, yet parents know the many accolades about their child that I must embrace. As I build a partnership with families, we become a partnership in their child’s education. We begin to collaborate to ensure the student maximizes

Promoting school-community relations with Hispanic parents begins with identifying the barrier that prevents involvement or engagement is school issues. Those issues can include lack of knowledge on American schooling, transportation issues, limited English spoken, or problems with work or childcare availability. Once these barriers can be broken, an aggressive approach can be initiated to close the academic gaps many English Language Learners are facing. Zimmerman (2011) states the six strategies for enhancing Hispanic parent involvement include; "remove language barriers between the parents and the schools, address economic obstacles that hinder parental involvement, schedule activities to make transportation easier for parents, empower and

Parent involvement is key to a child’s academic success; this can be accomplished through the parent’s participation in an advisory council. A parent-teacher organization meets regularly to discuss the workings of the school and the parents that take part in the meeting are rewarded with a voice to make suggestions and give active feedback to the school. This enables parents and teachers to discuss matters dealing with the education of their child. Another council that advocates the voice of parents is the Mississippi Read

Academic scholars have noted that students who are thoroughly engaged are high academic achievers (Fullan, 2016). However, the subject of parent involvement has been introduced into the discourse over the past decades and now most educational leaders agree “ the closer the parent is to the education of the child, the greater the impact on child development and educational achievement” (Fullan, 2016, p. 158). As a result, the Ontario Ministry of education created Parents in Partnership: A parent engagement policy for Ontario schools. This policy is directly aligned with the ministry’s goal of creating and maintaining a welcoming and inclusive education system. The policy identifies parents as key individuals in education as they contribute to the work of educators, schools, and the community (Ontario Ministry of Education, 2010). An investigation into the framework of the policy reveals the main actors, which are the parents; who are defined as caregivers, guardians, and parents, the government, school boards, teachers, principals, students, and the

The growth of the ELL student population has increased in all states over the last 20 years. However, ELL parents have difficulty obtaining information from their child's school or attempting to participate in school events. These barriers, which often include poor understanding of English, unfamiliarity with the school system, and differences in cultural norms and cultural capital, may limit parental communication and school participation. However, research shows that parents' participation in school events has a positive effect on improving student achievement and school attendance rate, regardless of socioeconomic background or ethnicity. It is, therefore, important to find practical ways to improve ELL parent involvement and student achievement.

So, it is up to the parent to set a foundation so that their children can feel as if their parents will make efforts to understand the trials and tribulations that they face. One of the many roles of parents is making sure that their kids know that they are accepting their child's interests. It is important for parents to show their kids that they are accepted and loved unconditionally. Parents can be hands on in their children's life by learning who their kids have become and what their interests are.

Although it is important for families to be involved with their child’s school, school personnel should also strive to create a positive interaction with families of students. Carl Dunst (2002) states that school and parent collaboration is necessary, and if schools take on a more family-centered approach, it will help create a supportive environment and help to strengthen a family’s capacity to enhance and promote a child’s development and learning.

More recently, the United States Department of Education, by submitting the 1996 proposal for National Education Goals, addressed the issue of parental involvement. The official U.S. government stood by the research of three decades that “parental participation in schooling improves student learning,” (U.S. Department of Education). Based on government research, family involvement programs don’t always need additional money to be successful, but leaders should stretch their own creativity to expand the programs that encourage community and family support. Parental involvement is found to be beneficial through high school, not stopping after elementary school, and parents that evolve as leaders should be encouraged to continue their role in their child’s education. The most successful parent leaders are found to play four roles in their child’s education: those roles are teacher, supporter, advocate and decision maker. The teacher-role supplements the child’s education at home, the supporter contributes his/her skills to the school, the advocate helps children receive fair treatment at home, and the decision maker participates in joint problem-solving with

When examining a family’s history it is obvious that the many children have ended up with the same level of education as their parents and ancestors. Children whose parents received tertiary level education normally obtain a qualification from tertiary level education as well. This idea was first questioned by Pierre Bourdieu who introduced the concept of cultural capital. Cultural capital is the skills that a person can use to their advantage in a social situation, especially in education. While observing a classroom children were being dismissed because they did not speak the language, their low cultural capital impacted their learning immensely; however, in another classroom I observed the teacher being an agent of change. Striving to include every child in the lesson depict the diverse range of cultural capital present. These two different situations impacted when the child was present, how the children participated in class and their overall achievement.

Cultural capital is an idea that was used by Bordieu to contribute to his explanation of inequality in social settings (Zepke & Leach, 2007). It comprises the “norms, values and practices of a society” (Zepke & Leach, 2007, p.657). “Cultural capital includes cultural resources and activities that are expressed in the relationships between parents and children” (Tramonte & Willms, 2010, p.203). This results in cultural capital being different in different social settings. This can create inequality because of the difference in values, knowledge and skills that individuals can bring to a certain environment. One issue can be the conflict between teacher and student because of their cultural capital and can result in unequal educational outcomes because the cultural capital of others is valued higher than other students.

     It is important to start the year off making parental involvement a top priority. Establishing clear and open lines with the parent early in the

Success, achievement and participation at school are not simply a matter of intelligence or ability. Discuss this statement with reference to the concepts of cultural capital, hidden curriculum, class and socioeconomic status.