PARENTAL INVOLVEMENT IN MINORITY COMMUNITY IN U.S PUBLIC SCHOOL 29
Parental Involvement in Minority Community in U.S Public Schools
Abstract
The socio-economic status of minority communities greatly impacts the residence choice and the schools where parents take their children, limiting their childrens educative process. This study examines parents involvement in minority communities in their childrens education process in public schools. A quantitative approach to the research study will be employed to explore the problem statements problem and allow the researcher to examine the variables identified in the literature review and the conceptual framework. The sample population involved (n=20) parents from two public schools, ten in each district. The study comprised ten men and ten women, where five men and women were selected from each school. The parent selected were distributed equally from African American and Hispanic ethnicity since they are the minority communities in Connecticut.
The data collection methods employed will involve using questionnaires and evaluating the childrens exam report to confirm the questionnaires validity. Multiple linear regression analyses will be conducted to determine the relationship between variables. The dependent variable in the analysis is the performance of the students. In contrast, the independent variables are the schools initiative to involve parents, household income, and parents education level. Parents with a low literacy level might not assist their children in the learning process due to limited reading and speaking English or computing skills. Further, they might not generate enough income with one job and might be forced to take multiple jobs to support their family.
Chapter One: Introduction
Parents involvement in their childs education plays a critical role in their preparedness for school activities by offering guidance, problem-solving, advice, and partnering with the educators where necessary. At the early developmental stages, children do not have the self-efficacy to judge what they want. They pursue these goals like early adults might make parents engagement in the educative process to identify their childrens capabilities and make interventions that contribute to their exploitation (Akif-Erdener, 2016). The school structuring and policies also influence how the parents are involved in the education process. While charter schools make this more possible, the strategies employed here are not mirrored in public schools where minority communities children from middle- and low-income communities are likely to attend.
Problem Statement
The problem that prompted this research is the disproportionate performance of children from minority communities compared to that of students who come from Caucasian communities. Childrens socio-economic status contributes to the development of the childrens stability. It affords the parents the ability to participate in the childrens education process by affording the time and resources to accomplish their academic goals. Parents in minority communities have limited resources and are often forced to work multiple jobs to meet the familys basic needs denying them the time and dedication to participate in their childrens education process.
The parents involvement in the education process of their children is critical across different developmental stages. Robertson-Kraft and Duckworth (2014) posit that parents involvement in students education process results in the development of resilience and a fundamental understanding of the importance of the childs proactive engagement at school. Notably, a student from minority communities experience challenges that might arise from their family or communal setting, limiting their ability to carry out their school responsibilities as expected. De Pedro et al. (2018), argues that children who do not have the parental support in their academic pursuits for more than one year are likely to suffer negative consequence in their education.
Purpose of the Study
A parents absentia leaves a large responsibility to the teachers that supersedes their…
Running head: PARENTAL INVOLVEMENT IN MINORITY COMMUNITY IN U.S PUBLIC SCHOOLS
PARENTAL INVOLVEMENT IN MINORITY COMMUNITY IN U.S PUBLIC SCHOOL 29
Parental Involvement in Minority Community in U.S Public Schools
Abstract
The socio-economic status of minority communities greatly impacts the residence choice and the schools where parents take their children, limiting their childrens educative process. This study examines parents involvement in minority communities in their childrens education process in public schools. A quantitative approach to the research study will be employed to explore the problemstatements problem and allow the researcher to examine the variables identified in the literature review and the conceptual framework. The sample population involved (n=20) parents from two public schools, ten in each district. The study comprised ten men and ten women, where five men and women were selected from each school. The parent selected were distributed equally from African American and Hispanic ethnicity since they are the minority communities in Connecticut.
The data collection methods employed will involve using questionnaires and evaluating the childrens exam report to confirm the questionnaires validity. Multiple linear regression analyses will be conducted to determine the relationship between variables. The dependent variable in the analysis is the performance of the students. In contrast, the independent variables are the schools initiative to involve parents, household income, and parents education level. Parents with a low literacy level might not assist their children in the learning process due to limited reading and speaking English or computing skills. Further, they might not generate enough income with one job and might be forced to take multiple jobs to support their family.
Chapter One: Introduction
Parents involvement in their childs education plays a critical role in their preparedness for school activities by offering guidance, problem-solving, advice, and partnering with the educators where necessary. At the early developmental stages, children do not have the…
Running head: PARENTAL INVOLVEMENT IN MINORITY COMMUNITY IN U.S PUBLIC SCHOOLS
PARENTAL INVOLVEMENT IN MINORITY COMMUNITY IN U.S PUBLIC SCHOOL 29
Parental Involvement in Minority Community in U.S Public Schools
Abstract
The socio-economic status of minority communities greatly impacts the residence choice and the schools where parents take their children, limiting their childrens educative process. This study examines parents involvement in minority communities in their childrens education process in public schools. A quantitative approach to the research study will be employed to explore the problem statements problem and allow the researcher to examine the variables identified in the literature review and the conceptual framework. The sample population involved (n=20) parents from two public schools, ten in each district. The study comprised ten men and ten women, where five men and women were selected from each school. The parent selected were distributed equally from African American and Hispanic ethnicity since they are the minority communities in Connecticut.
The data collection methods employed will involve using questionnaires and evaluating the childrens exam report to confirm the questionnaires validity. Multiple linear regression analyses will be conducted to determine the relationship between variables. The dependent variable in the analysis is the performance of the students. In contrast, the independent variables are the schools initiative to involve parents, household income, and parents education level. Parents with a low literacy level might not assist their children in the learning process due to limited reading and speaking English or computing skills. Further, they might not generate enough income with one job and might be forced to take multiple jobs to support their family.
Chapter One: Introduction
Parents involvement in their childs education plays a critical role in their preparedness for school activities by offering guidance, problem-solving, advice, and partnering with the educators where necessary. At the early developmental stages, children do not have the self-efficacy to judge what they want. They pursue these goals like early adults might make parents engagement in the educative process to identify their childrens capabilities and make interventions that contribute to their exploitation (Akif-Erdener, 2016). The school structuring and policies also influence how the parents are involved in the education process. While charter schools make this more possible, the strategies employed here are not mirrored in public schools where minority communities children from middle- and low-income communities are likely to attend.
Problem Statement
The problem that prompted this research is the disproportionate performance of children from minority communities compared to that of students who come from Caucasian communities. Childrens socio-economic status contribu.......ate in the childrens education process by affording the time and resources to accomplish their academic goals. Parents in minority communities have limited resources and are often forced to work multiple jobs to meet the familys basic needs denying them the time and dedication to participate in their childrens education process.
The parents involvement in the education process of their children is critical across different developmental stages. Robertson-Kraft and Duckworth (2014) posit that parents involvement in students education process results in the development of resilience and a fundamental understanding of the importance of the childs proactive engagement at school. Notably, a student from minority communities experience challenges that might arise from their family or communal setting, limiting their ability to carry out their school responsibilities as expected. De Pedro et al. (2018), argues that children who do not have the parental support in their academic pursuits for more than one year are likely to suffer negative consequence in their education.
Purpose of the Study
A parents absentia leaves a large responsibility to the teachers that supersedes their role as an educator to partly parenting. At the same time, they are not familiar with the parenting approach of the parent. This study explores the nature of parents parental involvement in their childs education at a micro-level, household factors, school structure and policies, and at a macro level, social-economic factors of minorities that influence the parents involvement in the education process of their children. The study will be based on Hartford schools and Connecticut public schools.
The general research question is: how are parents from a minority community in the U.S public schools involved in their childrens education, and what impact does it have on the childrens academic lives? The specific questions are as follows:
I. Are the childrens parents in public schools from minority communities involved in their childrens education process?
II. What are the factors that impact parental engagement in the education process?
III. How does the involvement of parents affect the academic life of their children?
Significance of the Study
As established, parents involvement in their childrens education process in public schools greatly impacts the childs attitude, resilience, and academic performance. Minority comunities are confronted by an array of challenges that might limit parents ability to be involved in their childrens education process due to their environments socio-economic factors. Examining these challenges is critical to determine how Hartford schools and Connecticut public schools policies can be improved to address these challenges.
Chapter Two: Literature Review
Overview
Parents involvement in students educative process varies at different tiers, as discussed in Epsteins Model of School, Family, and Community Partnerships De Pedro et al. (2018). The discussion of parental involvement in childrens educative will be examined based on Epsteins model. The socio-economic status of minority communities greatly impacts the residence choice and the schools where parents take their children, limiting their level of involvement in the childrens educative process (Epstein et al., 2018). The federal legislation defines parent involvement as the two-way regular, meaningful communication about students academic and school activities that involve parents assisting the childs learning, actively involved in school activities, and appropriate parents engagement in decision-making.
Typically, most people in minority communities have a limited supply of economic resources and low academic achievements; most have little or no tertiary level of education, limiting the extent to which they can contribute directly to their childrens educative process. However, Epsteins Model of School, Family, and Community Partnerships has different tiers of parental involvement in the educative process that all parents can participate in (Epstein et al., 2018). The Epstein model is complementary to the childrens developmental stages as articulated in Erik Eriksons stages of psychosocial development. This alignment ensures that the sociological development of children is complementary to their psychological and physical development. Parents engagement in different ways contributes to critical development at the core phases of the childrens growth.
Epsteins Model: School, Family, and Community Partnerships
This model is used to examine the involvement of parents in school activities at different levels. The Epstein model is based on the overlapping home, school, and community in spheres in the childs life that are critical in shaping childrens behaviors. The Epstein model is criticized for its school-based approach and Eurocentric (Building Capacity, 2021). However, the models applicability to this study is informed by acknowledging the parents involvement in childrens education takes many dimensions, including at school and home, that impact their academic achievement.
Epsteins model has a six-part typology that details different ways that parents can be involved in their childrens education process. The type 1 involvement of the typology involves providing the childs basic needs, such as health care, safety, provision of learning material, and affection (Epstein et al., 2018). Epstein suggests the creation of a home environment that encourages learning. This might involve providing a computerized environment as the education process now has integrated computing to communicate and learn. The parents might also participate in family literacy programs to acquire the knowledge necessary to assist their children in fundamental schoolwork.
Type 2 in the
References
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Age Number of School-aged children Level of education earnedMean33.1Mean1.45Mean1.95Standard Error2.231237561Standard Error0.135239Standard Error0.169752Median34Median1Median2Mode34Mode1Mode2Standard Deviation9.97839772Standard Deviation0.604805Standard Deviation0.759155Sample Variance99.56842105Sample Variance0.365789Sample Variance0.576316Kurtosis-0.515468061Kurtosis0.188579Kurtosis-1.15444Skewness0.179313955Skewness1.003157Skewness0.086213Range36Range2Range2Minimum18Minimum1Minimum1Maximum54Maximum3Maximum3Sum662Sum29Sum39Count20Count20Count20Largest (1)54Largest (1)3Largest (1)3Smallest (1)18Smallest (1)1Smallest (1)1Confidence Level (95.0%)4.670033886Confidence Level (95.0%)0.283058Confidence Level (95.0%)0.355295Table 3: Regression AnalysisSUMMARY OUTPUTRegression StatisticsMultiple R0.654482R Square0.428347Adjusted R Square0.321162Standard Error0.7782Observations20ANOVA dfSSMSFSignificance FRegression37.2604822.4201613.9963370.026659Residual169.6895180.605595Total1916.95 CoefficientsStandard Errort StatP-valueLower 95%Upper 95%Lower 95.0%Upper 95.0%Intercept-0.762061.114636-0.683690.503954-3.124981.600859-3.124981.600859household income0.4902480.2051042.3902380.0294860.0554460.9250490.0554460.925049School Interventions0.5135170.2352982.1824140.0443310.0147081.0123250.0147081.012325level of education0.5291430.2691871.9657130.066933-0.041511.099793-0.041511.099793
Parental Involvement Cripps, K. & Zyromski, B. (2009). Adolescents' psychological well-being and perceived parental involvement: Implications for parental involvement in middle schools. RMLE Online 33(4). In "Adolescents' Psychological Well-Being and Perceived Parental Involvement: Implications for Parental Involvement in Middle Schools," Cripps & Zyromski (2009) perform an analysis of prior literature on appropriate styles and levels of parental involvement with their middle school-aged children. The review of literature has methodological limitations in that
Parental Participation and Involvement Statement of Thesis: "Parental involvement" is considered "key" to successfully providing a quality educational future for one's child. Parents play an important role in a child's education. This paper intends to reveal through research, exactly why it is so imperative that a parent become and stay involved in the educational process. The benefits to be found in the educational system that has active and participant parents and the
This research examines the success or failure of an initiative to help improve positive parental participation in their child's academic and behavioral outcomes. Discussion A number of initiatives were discovered during the literature review. However, the ones found used a passive approach to parental participation. They did not utilize education of the parents, but relied on conditions and resources within the school setting. This study differs in that it requires an
Parental Involvement With Educating Children It takes a village to raise your children, is not only a saying it is a fact. Teachers need the support of the parents and others involved with the child to reinforce what is being taught in the schools. As parents or guardian of children we should take an active role in the education process of our children. We can do so by ensuring their assignments
Parental Involvement in Schools Research Plan for Quantitative Study: The basis of this study is to gain a better understanding of why children do better academically if their parents take an interest in their school and participate in school activities (such as meetings, events, committees, etc.). Throughout the course of the study, we hope to determine why parents who come from a higher educational background and income might participate more readily in
Studies also confirm that parental involvement may benefit not only students but also parents and communities. Parents who are more involved in their children's academic life are more likely to report positive perceptions of school and their children's achievements and more likely to participate in community events and activities. More and more researchers are adapting their views and emphasizing the need for increasing parental involvement at all levels of education.
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