Military Deployed Parent Perceptions of Involvement in the Education of their Children

Chapter Four: Findings

Overview

This transcendental phenomenological study's objective was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child's education. Within the broad objective, the central question was: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child's education? However, to capture all the necessary details required to give the study's best outcomes, other three sub-questions were used to narrow the study's findings and relevance. These were:

1. How do military parents describe their involvement in their children's education while deployed?

2. How do military parents perceive the impact of their deployment on the family and particularly on their child's academic performance?

3. What challenges do military parents who are deployed face while trying to stay involved in their children's education?

This chapter gives an introduction and description of the participants who willingly and after being given exclusive details about the study, accepted to be part of it. It also responds to the research questions listed above by reflecting on the details provided by the participants. Answers have the formulated through analyzing themes using a description that obeys both structural and textural methodologies. The last section of this chapter integrates a summary of the key items covered in the chapter.

Participants

This research study participants were U.S. military parents of school-aged (Pre-K-12) children in the United States and are currently in school. The participants have some hands-on experience in their interaction with deployment procedures and so acts as the ideal representatives of the military deployed in various parts of the world and varying durations of time. The demographic information has been provided in the table labeled "Data Collection 1." To analyze further the different outcomes of the collected data, individual details of the participants have been analyzed.

As in the case with many instances of phenomenological studies, data collected has been recorded as given by the participants. In that regard, there are occurrences that the shared information fails to meet grammatical standards, but the data is clear enough and valid for analysis. For confidentiality, some of the details have been coded as requested by the participants when filling in the consent forms. However, the coding has not compromised the quality of the shared data in any way. The sections below illustrate the data collected for each of the individuals. A detailed analysis has been provided for each of them.

Mike William

Mike is an army officer, male and aged 40 years. He holds the rank of LTC and has attained an M.A. education level. He is Caucasian by race. Mike had not been deployed and hence acted as a reference point of comparing with those active participants of the deployment process. Mike has two children who are within the K-12 bracket that formed the basis of this study. Mike explains that deployment would be hard for him due to the complexity of the process involved in helping children in their education. Despite these challenges outlined by Mike, financial stability and family support are crucial during the deployment process.

Mike shares his experience and the challenges that arise when attempting to participate in a child's education during the deployment phase. He says that:

The biggest challenge I would say is not being able to communicate with my kids at a convenient time. Unfortunately, due to time zone difference, they're normally asleep when I'm up, so in order to communicate I would have to stay up late or ask them stay up late, neither was ideal, but I think we did our best to make it work.

Despite these challenges,…

Military Deployed Parent Perceptions of Involvement in the Education of their Children

Chapter Four: Findings

Overview

This transcendental phenomenological study's objective was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child's education. Within the broad objective, the central question was: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child's education? However, to capture all the necessary details required to give the study's best outcomes, other three sub-questions were used to narrow the study's findings and relevance. These were:

1. How do military parents describe their involvement in their children's education while deployed?

2. How do military parents perceive the impact of their deployment on the family and particularly on their child's academic performance?

3. What challenges do military parents who are deployed face while trying to stay involved in their children's education?

This chapter gives an introduction and description of the participants who willingly and after being given exclusive details about the study, accepted to be part of it. It also responds to the research questions listed above by reflecting on the details provided by the participants. Answers have the formulated through analyzing themes using a description that obeys both structural and textural methodologies. The last section of this chapter integrates a summary of the key items covered in the chapter.

Participants

This research study participants were U.S. military parents of school-aged (Pre-K-12) children in the United States and are currently in school. The participants have some hands-on experience in their interaction with deployment procedures and so acts as the ideal representatives of the military deployed in various parts of the world and varying durations of time. The demographic information has been provided in the table labeled "Data Collection 1." To analyze further the different outcomes of the collected data, individual details of the…

Military Deployed Parent Perceptions of Involvement in the Education of their Children

Chapter Four: Findings

Overview

This transcendental phenomenological study's objective was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child's education. Within the broad objective, the central question was: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child's education? However, to capture all the necessary details required to give the study's best outcomes, other three sub-questions were used to narrow the study's findings and relevance. These were:

1. How do military parents describe their involvement in their children's education while deployed?

2. How do military parents perceive the impact of their deployment on the family and particularly on their child's academic performance?

3. What challenges do military parents who are deployed face while trying to stay involved in their children's education?

This chapter gives an introduction and description of the participants who willingly and after being given exclusive details about the study, accepted to be part of it. It also responds to the research questions listed above by reflecting on the details provided by the participants. Answers have the formulated through analyzing themes using a description that obeys both structural and textural methodologies. The last section of this chapter integrates a summary of the key items covered in the chapter.

Participants

This research study participants were U.S. military parents of school-aged (Pre-K-12) children in the United States and are currently in school. The participants have some hands-on experience in their interaction with deployment procedures and so acts as the ideal representatives of the military deployed in various parts of the world and varying durations of time. The demographic information has been provided in the table labeled "Data Collection 1." To analyze further the different outcomes of the collected data, individual details of the participants have been analyzed.

As in the case with many instances of phenomenological studies, data collected has been recorded as given by the participants. In that regard, there are occurrences that the shared information fails to meet grammatical standards, but the data is clear enough and valid for analysis. For confidentiality, some of the details have been coded as requested by the participants when filling in the consent forms. However, the coding has not compromised the quality of the shared data in any way. The sections below illustrate the data collected for each of the individuals. A detailed analysis has been provided for each of them.

Mike William

Mike is an army officer, male and aged 40 years. He holds the rank of LTC and has attained an M.A. education level. He is Caucasian by race. Mike had not been deployed and hence acted as a reference point of comparing with those active participants of the deployment process. Mike has two children who are within the K-12 bracket that formed the basis of this study. Mike explains that deployment would be hard for him due to the complexity of the process involved in helping children in their education. Despite these challenges outlined by Mike, financial stability and family support are crucial during the deployment process.

Mike shares his experience and the challenges that arise when attempting to participate in a child's education during the deployment phase. He says that:

The biggest challenge I would say is not being able to communicate with my kids at a convenient time. Unfortunately, due to time zone difference, they're normally asleep when I'm up, so in order to communicate I would have to stay up late or ask them stay up late, neither was ideal, but I think we did our best to make it work.

Despite these challenges, Mike explains that the military work has been ideal for him, and he has managed to rise to different ranks. He views parental perception as a scenario that ensures support for everyone, but parents cannot give this support during the deployment, and therefore, everything seems to change. In this view, he gives a comparison between child support when deployed and when not deployed. Availability allows parents to participate in the learning of children by guiding them in their homework. Such opportunities are not available for deployed parents.

On the behavior of children, Mike explains that "they seemed to be more independent and you feel like you're not really part of that movement or process." Parents are left with the options of using different methods to engage children. That is "Internet, email, Instagram, social media. Face Time. Phone calls. All that stuff. Sometimes they like to send letters to keep it fun. When I' m home, I'm just with them as much as possible, going to their school for things, helping with math and reading."

Mike explains that during deployment, the spouse was instrumental in enhancing the participation of children, but this has not been without some challenges. Besides, children "don't like that I'm away, and I can't be there like I want to be and they feel that I think. It's hard for them and they struggle." At times, during the deployment phase, parents face challenges that stops them from participating in children's education. For example, "being on patrol, it felt like weeks went by without being able to communicate with the family. During those times, I felt I had no idea what was going on back home."

Christopher Barnet

Barnet is an army officer, male and aged 42 years. He holds the rank of SGM and has attained a B.A. education level. He is African American by race. Barnet had not been deployed and hence acted as a reference point for comparing those who have been active participants of the deployment process. Barnet has one child who is within the K-12 bracket that formed the basis of this study. During data collection, Barnet explained that it is challenging to participate in children's education after deployment. It is the teachers wh.......r, especially being in the military. In my personal opinion, I think teachers in military schools tend to be a little more empathic towards students with deployed parents, because they themselves or in military household or have experience other students in the same scenario.

The main challenge of being absent is the lack of the opportunity to have physical interaction with the children considering that, Barnet believes in giving practical guidance. Though some of the things could be instructed through phone, there was a major difference with what face-to-face interaction offers. It gets complicated for divorced parents like Barnet because of the lack of the opportunity to bring the family together. Altogether, Barnet loves the job but misses retirement because he will get ample time to interact with his son, who is only seven years old.

On the perceptions that parents have regarding deployment, Barnet says that:

Just trying to have the time to sit down and be there for the kid. It makes it hard when one person doesn't want to help, and then if you're deployed it's like you don't even have that opportunity, soI would say parental involvement is exactly what it soundsbeing involved.

The initial meaning of deployment does not change whether deployed or not, only that during deployment, involvement becomes more challenging. During the deployment phase, there is more reliance on what spouses or family members offer to the children. Unfortunately, during deployment, children's behavior changes, and many things are treated with uncertainty. "Everything is kind of upside down after a divorce and even beforeso everything is always kind of tense and uncertain, whether I'm deployed or not. In some ways it almost feels like being deployed is easier."

Even when deployed parents get home, they still have some work to do, meaning that they are unable to offer the best to the children. Only minimal time is left to interact with the kids. The deployment also affects the spouse, and for Barnet, it was a form of break from the relationship. The connection and closeness that existed before deployment weakens.

It becomes incredibly challenging when one of the spouses has a different opinion on education. While Barnet was a believer in education, his spouse took the opposite direction, and so the effects of deployment were immense on the kid's education. For Barnet, the perception of deployment was bad, and the child lacked consistent guidance, which led to poor performance. "I think just being deployed is barrier, especially as it relates to staying involve their education. Every day comes with new challenges and obstacles. You just have to flexible and tackle them as they come."

Barnet feels that deployment denied him a chance to participate even more in the child's education life by even engaging with the teachers in a closer manner or using more alternative methods like emails. These are some of the things that could as well been facilitated even during the deployment. This was a failure of his side. However, the general interaction was significantly altered in that "I would probably say my interaction went from one to two times a month to zero. I tried a couple times to touch basis with a few of their teachers, but because of the time zone different, it just wasn't possible." This is regardless of the deployment phase one is in. According to Barnet, the best solution for deployed parents is to ensure that they have family support all the time.

Johnathon Steely

Johnathon is an army officer, male and aged 38 years. He holds the rank of ISG and has attained an H.S. education level. He is Hispanic by race. Johnathon had not been deployed and hence acted as a reference point for comparing those who have been active participants of the deployment process. Johnathon has two children who are within the K-12 bracket that formed the basis of this study. Steely explains that the kids have been friendly to the mom, and unlike himself, the wife is very educated hence understands the education systems. It implies that she can develop better schedules that meet the needs of the children and equally collaborate with teachers during my time of deployment.

However, communication was a major challenge during weak signals in the areas of deployment, and often the mission did not allow ample time to interact with the children. The bond continued to weaken, and participation in children's education was insignificant. This is despite the love that Steely has for the military job. "I have a wonderful family, love spending time with them, and love my job in the military. I get to serve my country, travel the world, and experience things I would not have been able to in any other profession."

Steely perceives parental engagement as a situation where parents dedicate enough time to their children's education. This changes during deployment and is analogous to the state of virtual learning that took shape after the emergence of the COVID-19 pandemic. Despite these challenges, Steely explains that he had played his role as a father when he was deployed. He, however, appreciates the differences in the children's behavior when away, and to counter this, he had to always remain on top of the main things that affected the children. The difference is more pronounced because when he is at home, he engages with the children in doing the assignments unlike when away when he has to dedicate a different form of energy and focus on serving the children.

In terms of the effects on the spouse and how they respond to the absence, Steely explains that the wife is dedicated to seeing the children get the best even in his absence, but it is never easy to say goodbye. When away, speaking to the children encourages them by indicating what he expected of them. The talk is mainly supportive. For him, the deployment does not have a significant effect on the performance of the children. The only challenge sets in when traveling across different locations where it becomes challenging to maintain constant communication with the children and also check their assignments. Though distant communication has some rewards, Steely explains that phone communication does not offer enough as face-to-face communication does. Steely explains that the best solution is to keep constant communication with the spouse and children to counter all these challenges.

Zac Caldwell

Zac is an army officer, male and aged 30 years. He holds the rank of SSG and has attained an H.S. education level. He is Caucasian by race. Zac had not been deployed and hence acted as a reference point of comparing with those who have been active participants of the deployment process. Zac has two children who are within the K-12 bracket that formed the basis of this study According to Zac, he was able to keep constant communication with the children, at least for the larger part of the deployment period. As far as the educators, family and financial support, and other attributes are concerned in support of children's education, Zac says, "I think it's a combination of all the above. Family, educators, and my community all played a major role in assisting my children in their education while I was deployed. I did what I could from a far, but these systems stepped in and filled in where I couldn't, and I'm extremely grateful for that."

Zac explains multiple challenges that hinder communication with children during the deployment phase. The most conspicuous one is psychological in nature due to anxiety and stressful conditions. While he believed that the children were doing fine, he could not stop himself from thinking about the effects of his absence, especially in regard to their education. He values education, and in this regard, he hopes to get back to school to advance his studies and probably get promoted. He loves his job but hates deployments.

According to Zac, parental involvement in children's education entails ensuring that school work is done. The same definition holds during the deployment period, but the effects are slightly different as the children continue to grow because the degree of involvement reduces. During the deployment period, Zac's role changes, and most of the responsibilities are transferred to the wife, but the children are happier when he is at home. To keep the involvement going even during deployment, Zac keeps contact with the children though with few words of engagement. The wife briefs him about the children's progress. However, it is never easy for her, and Zac tries to minimize the pressure by letting her offer the best she can for children's education.

Deployment makes it hard for the children to cope with their education. The only advantage was the presence of their mother and constant communication that helped in addressing daily challenges. But overall, Zac explains that there were major challenges during the entire deployment period. However, pre-deployment is most challenging, but the trick is always to balance family and work.

Christopher Brown

Brown is an army officer, male and aged 36 years. He holds the rank of a Major and has attained an M.A. education level. He is Caucasian by race. Brown had not been deployed and hence acted as a reference point of comparing with those who have been active participants of the deployment process. Brown has three children who are within the K-12 bracket that formed the basis of this study. Brown explains that the process of deployment has both good and bad effects, but family and church have been instrumental in children's education. However, he quotes one of the primary challenges faced during the deployment period saying that:

Not being able to communicate as often and as much as I would like was definitely a challenge, not just for me but for them as well. Our family is pretty tight knit, my wife and I have always encouraged our kids to communicate with us about any and everything. While deployed, I wasn't able to provide my kids that opportunity.

Brown has been a Major in the U.S. Army but aspires to become a pastor after retirement. He holds a very strong attachment to family and means everything to him; this is despite serving the military for 18 years. Initially, he focused on the benefits that come with serving the military, but the goals changed to become a servant of the people and different organizations.

According to Brown, parental involvement in children's education refers to doing duties of supporting children in their education. This is to be done to overcome any obstacles that may compromise this involvement. This definition does not change even during the deployment period because the responsibilities remain the same. Brown relies on what faith offers and the protection of Christ in what obstacles that he faces during the deployment. He leaves everything to God, and this makes it easy for him to address multiple challenges. His role in children's education remains the same, whether deployed or not, and he has taught the children to accept this aspect. Even during deployment, the children have learned to step up and become more responsible and have always done what is expected of them.

Brown uses face-to-face engagement with children when not deployed but changes to letters and emails during deployment. This contact is essential in establishing a connection that, in turn, keeps the children motivated. The spouse also plays a supportive role in nurturing the education life of children. Whenever Brown spoke to the children during the deployment period, he insisted on the importance of education and schooling. It was part of our normal conversations. Deployment does not seem to affect the children, and they remained focused and engaging.

During deployment, Brown faced numerous challenges that could have affected how he played his supportive role in children's education. Instead, he used them as a learning point and has trained the children to always view challenges as opportunities. However, Brown feels that during deployment, the time of involvement is significantly reduced and never has a lengthy interaction. Similarly, the interaction with educators has changed because Brown used his wife to reach the teachers, unlike other times when he could easily engage them directly. The central point is to always ensure that the family support system is strong enough to guarantee consistent involvement in children's education.

Billy Mathews

Billy is an army officer, male and ag