Barriers that Effect Family Engagement

Barriers that Effect Family Engagement
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Barriers that Effect Family Engagement
Alexander, J. D., Cox, R. B., Behnke, A., & Larzelere, R. E. (March 27, 2017). Is All Parental “Noninvolvement” Equal? Barriers to Involvement and Their Relationship to Latino Academic Achievement. Hispanic Journal of Behavioral Sciences, 39, 2, 169-179.
Article summary; The following paper investigates the level of parental non-involvement among Latino family, how effective is the parental involvement, the barriers to parental engagement, relation of the theory of rationality to parental participation, and their relation to Latino educational success. Methodology: the hypothesis of rationality proposes that the influence of constant, likely negative conducts relies on the interpretation of the behavior. The study tests the application of this hypothesis to parental “non-involvement” amid Latinos. The study examined children’s’ perceptions concerning parental involvement in their learning and how it affected their grade point average (GPA). Findings: The reasons for parental non-involvement include parents lack financial support and some parents feeling unwelcomed at school were considerably and affected the GPA. Another reason was that some parents spent much time at work, which significantly and positively leads to GPA. The other reason for parental non-involvement was not notably linked with GPA. Findings point out that the significance adolescents aspect to parental activities might be a powerful predictor of educational success than the amount of involvement without help.

Relationship to my research question: This paper emphasizes the parent’s role in family engagement about child educational success and the solutions. These researchers discuss the barriers effective parental participation.
Antoine, Damien Ramon. (2015). “The Correlation between Parental Involvement and Student Academic Achievement.” LSU Master’s Theses. 185.
Article summary: This following paper re-examines the study literature concerning the connection between parental involvement (PI) and educational success. The study focuses on the secondary school level. Methodology: The study did analyses on individual parental participation variables compared to school accomplishment. The research further carried out a more complex analysis on several variables on the conception reported in the literature. The following are what the variables with a connection to educational success show: the level of relation between the children and parents regarding school activities and procedures, parents’ high anticipation of their children succeed in learning, and parents adopting an authoritative nurturing style. The finding indicated that parental involvement has an impact on student’s academic success. Relationship to my research question: This study analyzes different variables regarding the connection between parental involvement and student success, which will help in finding out the reasons to barriers affecting family engagement and students’ success.
Arias, M. B., & Morillo-Campbell, M. (2008). Promoting ELL parental involvement: Challenges in contested times. East Lansing, MI: The Great Lakes Center for Education Research & Practice.
Summary: This paper analyzes the factors contributing to effective parental participation for the English Language Learners (ELLs). The study explains the approaches that both schools and parents can utilize to influence parental involvement in marginalized communities (ELLs students). The authors describe that these approaches have been regularly establishing lack of proper scrutiny of ELLs and do not consider significantly to the economic status of such families. The authors also gave an option that these strengths could be a basis for successful family engagement. Methodology: This study closely views the Latino population and an overview of the characteristics of ELL population. It reviews elements that restrain parental participation in child’s learning, parents’ attitude and perception of their responsibility, and new school attempts to encourage parental participation in ELL families. Findings: Cultural differences greatly affect parental participation and students’ learning. This study is related to my research in that cultural difference, the language barrier was one of the themes I covered, and it gives insight to parental involvement in ELL families and the approaches to which both schools and parents can utilize to improve the situation.
Borrero, N., Lee, D. S., & Padilla, A. M. (November 13, 2012). Developing a Culture of Resilience for Low-Income Immigrant Youth. The Urban Review, 3.
Article Summary: This research studied the accomplishments of low-income immigrant (ELLs) children who are the majority in a school setting. It explains the relation of low-income state to children achievement at school. Methodology: the research was carried out at Bay Academy’s education and managerial practices that guarantee educational success to learners. This description majorly entailed the traditions of the university, the community, and parents involved in their children education. The study also looked at the structural mechanism as well as the management team and innovative programming. The focus is based on the environmental perspective of learning and the school success in nurturing the students to develop academic resilience. The finding of the study was that low-income affects the success and support of a child’s education, as he /she do not get the emotional and financial support, which hinder their active participation in school. This study is related to my research since it focuses on how children from low-income families struggle to attain their academic achievement and how their parents relate to their learning and school activities.
Campbell, Clare. (2011). How to involve hard-to-reach parents: encouraging meaningful parental involvement with schools. National College for Leadership of Schools and Children’s services.
Article summary: The following research explored on the technique, which various schools engaged a group of parents who did not participate in school activities and could not be accessed easily. It formulated practical strategies that educators and the schools who want to develop greater parental engagement in the school culture can use. The authors supported these strategies with the recent government periodicals such as the 2010 White Paper (DfE, 2010), disability green paper (DfE, 2011) and the special education needs (SEN) and observed the significance of parental engagement. Methodology: the study drew data from 50 questionnaires done by primary head teachers, leaders in secondary and special schools in diverse settings in 15 local authorities throughout the country, alongside interviewing four school head teachers whose application on parental participation was viewed as to be exceptional. A further interview with 16 head teachers from good schools as distinguished by Ofsted. The results and analyses from the interviews and questionnaires were then distributed to a focus group of 12 parents who were hard to engage and appended by results from an extra 18 parents and two health professionals proficient in this field. Findings: all patterns of helpful parental communication with the management are significant and can positively influence children’s education, behavior, and turnout. The findings also depict that schools in diverse settings utilize a broad range of practical schemes to recommend parents to participate more with the school. This study is related to my research as it emphasizes the importance of positive communication in parental participation strategies for the children to do well. The study also advices on the best parental strategies that parents, students, and teachers can use for children’s’ success.
Chavez-Reyes, C. (2010). Inclusive approaches to parent engagement for young English language learners and their families. Yearbook of the National Society for the Study of Education, 109(2), 474-504.
Article summary: This study presents inclusive plans for parent participation as a transition from earlier reviews with older models as a concern for new inclusive approaches. The research demonstrates that when parental engagement is active, whereby the immigrant parents are accepted and are permitted to utilize the techniques parents nurture their children would enhance student academic growth and their determination to accomplish their education. Methodology: The research reviews studies based on inclusive approaches to engagement and active parental participation in child’s learning. It depicts school conceptions, plan and implementation of parental involvement. The findings were that inclusive parent engagement is active when members fully share their cultural and social capital with the immigrant children and parents, giving them the educational opportunities to be successful and be helpful parent educators at home. Inclusive parent education provides the chance for all the stakeholders to take part in investing and bettering families, students and the whole society in future through collaboration to guarantee students success. This study relates to my research in that it gives insights to the reason why parents do not engage in school activities and point out inclusive approaches that can be used to make all the stakeholders play a role in improving child’s education.
Chen, C. T., Kyle, D. W., & McIntyre, E. (2008). Helping teachers work effectively with English language learners and their families. School Community Journal, 18(1), 7.
Article summary: The following article identifies a development project that helps educators to train and work efficiently with English language learners (ELLs) and their parents. The project was based on K-12 teachers to emphasize parental participation. Methodology: The research used the Sheltered Instruction and Family Involvement (SIFI) project method that teachers research on the effectiveness of parent involvement in child’s academic success. The participants were asked to formulate plans for linking families more purposely. Findings: The research findings indicated many changes in teachers’ attitudes and practices of the parent involvement. The developed programs helped the teachers reach out to families and connected to students’ background knowledge. Even though there were challenges, the professional development project led to practices that would help ELLs attain greater academic success. Relationship to my research: I would use this research to explain the theme of parental perception and attitudes. The research has helped in demonstrating this theme by identifying strategies that the school can use to understand the child’s background better. It further formulates the professional projects and practices that schools can implement in their culture that would help ELLs attain greater academic success.
Christenson, S. L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83.
Article summary: In this article, the partnership and the relation between schools and families are discussed. It goes further to promote and give ways in which the stakeholders can increase the chances and supports for every child to improve their learning development and meet the school standards inherent in accountability systems. In encouraging family-school partnership, this study helps the school to implement doctrines from systems ecological theory in child’s education, consistently focus on children who are living in difficult conditions and enforce the procedure of collaborating with families. Methodology: The study emphasizes the important roles that parents play in education, and encourage the quality school-family relationship to improve the academic, social, behavioral, and emotional learning of students and adolescents. It also explains the contemporary roles to mean roles directed toward a shared goal and for teachers, it includes the formal instructions, and for the parents, it entails fostering learning at home and valuing education. Parents and teachers need to engage in a similar responsibility with the student. The findings were that creating a school-family partnership is a viable and essential way to enhance academic, social, and emotional learning in children. The relation of this research to my study is that it explains barriers affecting parental engagement studying techniques that schools must adopt in this age to encourage family-school partnership.
Cruz, Iris M. (2016). “Parental Involvement: Barriers Hispanic Parents Face.” Education and Human Development Master’s Theses. 677.http://digitalcommons.brockport.edu/ehd_the ses/67
Article summary: Cultural difference is a major factor that hinders parental involvement and a contributing factor to child’s educational attainments. Regardless of this, parental non-involvement is still the leading fears schools in the America face, particularly among Hispanic families whose children are mostly categorized by incompetency at school and high rate of failure than any other ethnicity. Methodology: The research used a methodology of making parallel observations with student information at Abraham Lincoln School 22. The findings indicate that Hispanic families experience specific barriers, like language/communication barriers, low academic levels, and economic hardships. These factors mainly hinder their participation in their children’s learning. The traditional approaches implemented to improve parental involvement are ineffective with Hispanic parents. This is because they fail to regard the elements that deter parents from becoming engaged. The following research is related to my study in that it addresses most of the themes such as language barrier and low levels of parental education. These perceptions can enlighten schools and teachers’ efforts of improving parental engagement by describing and creating awareness regarding the elements that impact and prevent parental participation among Hispanic parents.
De Gaetano, Y. (2007). The role of culture in engaging Latino parents’ involvement in school. Urban Education, 42(2), 145-162.
Article summary: The most critical issue that schools face currently is parental engagement as so many factors in this modern age that hinder successive relationships between the school and families. Even though Latino families are frequently marginalized in learning institutions because of race, social class, and cultural dissimilarities, the Latino parents are viewed as not caring regarding their children’s education. Methodology: This article demonstrates how a selected group of teachers show the importance of family-school engagement by working together with Latino parents at the school. This was carried out through a constructive and regular focus on their cultures. Teacher programs were also implemented to explore the influence of a culturally applicable approach to collaborating with parents. The findings were that parent involvement could also be hindered by ethnic, class, and gender barriers. There is less involvement among parents from minority groups. Minorities are also less informed, less represented with less access to resources. They also tend to have difficulties associated with communication, language, transport, and childcare. The study is related to my research as it gives insights to ethnic, class, and gender barriers to family engagement. Some of the factors that I have covered in my study and it has also helped in explaining other studies that have handed this subject.
Demircan, Ö., & Erden, F. T. (2015). Parental involvement and developmentally appropriate practices: a comparison of parent and teacher beliefs. Early Child Development & Care, 185(2), 209-225. doi:10.1080/03004430.2014.919493
Article summary: The study aims at investigating the link between DAP (developmentally appropriate practices) and beliefs held by parents of preschool children and preschool educators on parental involvement. Methodology: data was collected from two hundred and seventy-nine teachers and five hundred and eighty-nine parents through demographic questionnaires. The point of examination of the study includes the practices and beliefs kindergarten teachers have and endorse with a focus on the barriers and supports to practices that are developmentally appropriate. The authors also provide an in-depth view of the parental beliefs about such programs in early childhood using the data obtained from the questionnaires. The article explores school and family partnerships, and in that, effect provides summaries and surveys. Findings: the study results demonstrate that the relationship between PI beliefs of parents and teachers and their DAP beliefs are dependent on nature. Relationship to the research question: early childhood educators may encounter barriers as they try to construct genuine partnerships with parents but these barriers can be overcome.
El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School. Child Development, 81(3), 988-1005. doi:10.1111/j.1467-8624.2010.01447.x.
Article summary: The article uses data from the NICHD research which to investigate the trajectories of social and academic development in children in the first, third, and fifth grade. The methodology involves the use of linear modelling to examine associations within and between children among reports of parent involvement and student’s standardized scores, problem behaviors and social skills. The findings of the researchers propose that within-child enhancements in PI envisage a reduction in problem conducts and social skill improvements, but they cannot envisage accomplishment changes. Findings from between-child assessments show that children whose parents are highly involved in their education had an improved functioning socially and fewer behavioral issues. The same pattern is seen with parent- and teacher-reports of parental engagement. The paper also discusses the implications for practice and policy. It is relevant to my research because it identifies the barriers PI and gives practical guidelines for engagement between parents and teachers.
Good, M. E., Masewicz, S., & Vogel, L. (2010). Latino English language learners: Bridging achievement and cultural gaps between schools and families. Journal of Latinos and Education, 9(4), 321-339.
Article summary: This qualitative study assumes a critical inquiry design. It uses the cultural-ecological theory to explore the various factors that act as barriers to educational achievement among Latinos who are learning the English language. The methodology employed involved the selection of teachers and parents from a rural school district to take part in the focus group interviews. The research findings consisted of barriers associated with gaps in communication; cultural disparities; ELL plan that is articulated poorly; poor educator preparation in multiculturalism, acquisition of language, and ELL educational strategies; and poor systems of support for families transitioning to another culture and environment. Relevance: The article is relevant because it addresses systemic planning, program articulation for English Language Learners, the involvement of parents and professional development.
Goodall, Janet, & Vorhaus, John. (2011). Review of best practice in parental engagement. Department of Education.
Article summary: The report aims at reviewing studies that have been conducted on the interventions designed to support and improve parental involvement in learning among children aged between five and nineteen years. It analyzes various approaches, interventions, and practices that can effectively encourage positive involvement behavior in particular categories of parents and enhance academic outcomes. Methodology: The authors present a profile of how success can be defined regarding school behaviors, activities, practitioners, and families. The study design is limited to intervention studies aimed at backing and enhancing the involvement of parents in their children’s schooling and those that provide evidence on the academic outcomes. The authors give priority to the studies conducted between 2000 and 2010, even though they also include reviews from the earlier years that are frequently cited. Findings: The results give an overview of the data from the sources explored and provide future recommendations for improved practice in parental engagement. Relevance: This source is relevant to the question because it identifies barriers that hinder family involvement in a child’s schooling and suggests ways through which they can be addressed.
Gorinski, R., New Zealand., New Zealand., & Bay of Plenty Polytechnic. (2005). Pacific Islands school community parent liaison project case study. Wellington] N.Z: Research Division, Ministry of Education.
Article summary: This article is about a case study on Pacific Islands School Community Parent Liaison Project (PISCPL). It offers evaluative information to the Ministry of Education on aspects of the project that might propose indices for incomplete, improved school-community capacity building. Methodology: The Pasifika community liaison organizer was involved in working through a cluster of four schools to improve learning outcomes for Pasifika learners, and better approaches to family and society involvement in learning. The study was conducted a qualitative case study design. The ethics included interviews, focus groups, postal questionnaires and examining documents as the primary data collection tools. The process demonstrates the relationship patterns between the stakeholders involved in the project and its effect on parental involvement, students success and school culture. The study discusses the following key findings: the organizers played a significant role in project success; initiatives that were implemented helped to improve parental involvement, the abilities of the staff and improved the participation of students in their learning. The data identified some barriers to family engagement. The relation of this study is that it is significant in highlighting the significant factors that school communities who intend to improve parental involvement can use to enhance the teaching and learning setting and students success and transform the society.
Hayakawa, M., & Reynolds, A. (2016). Strategies for Scaling Up: Promoting Parent Involvement through Family-School-Community Partnerships. Voices in Urban Education, 44, 45-52.
Article summary: Hayakawa and Reynolds consider creativity, flexibility, and collaboration to be primary factors in successfully meeting the needs of a school when enlarging programs in family engagement across a range of communities. Methodology: The article describes the Child-Parent Center (CPC) that was established in 1967 to offer support in matters to do with family and academics to families that are disadvantaged economically. Every CPC is situated next to or inside an elementary school. The CPC P-3 model was expanded further in 2012 after the federal investment in innovation (i3) grant. It covered thirty-seven learning institutions in both suburban and urban communities in Minnesota and Illinois. Findings: The article shows how schools have scaled up parent involvement practices by addressing some major barriers that have also been presented in the article. The research is relevant to the study question because it highlights ways through which specific barriers to family engagement can be addressed through the implementation of new strategies.
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37-52.
Article summary: The article proposes that the gap between reality and rhetoric in parental involvement results from the influence of various factors at the societal, teacher-parent, child, family and parent levels. These factors act as deterrents to the establishment of effective involvement of parents. Methodology: The design of the study consists of a model that has been formed with the aim of clarifying and elaborating the barriers experienced at each of the four levels. Findings: The authors first discuss factors related to family and parents while concentrating on the beliefs parents hold about parent involvement, the present life contexts of parents, their opinions on invitations for involvement, as well as gender, ethnicity, and class. After that, they discuss child factors while laying focus on age, disabilities and difficulties in learning, talents, and gifts, and behavioral problems. The authors focused on varying agendas, language, and attitudes employed in the process. The societal factors discussed include issues related to demographics, politics and the economy. Relevance: The article is relevant because, with the kind of in-depth insights it provides, researchers will be able to understand the various factors that hinder effective parental involvement. The model presented in the study can also be used in professional development courses for academic experts and in pointing out areas that require further research on parental involvement. The framework can also be applied in pre-service academic and professional improvement programs for learning professionals, and for distinguishing fields of future study on the PI.
Harper, S. N., & Pelletier, J. (2010). Parent involvement in early childhood: A comparison of English language learners and English first language families. International Journal of Early Years Education, 18(2), 123-141.
Article summary: The main point of the study is to evaluate communication, engagement and the knowledge parents have of their children’s mathematical and reading abilities. The research involved parents who were learning English as well as those who spoke English as their first language. Methodology: The analysis takes an experimental design with forty-two children in kindergarten, their teachers, and parents as participants. From the findings, it is clear that communication between parents who spoke English as a first language and the teacher was more frequent. There were, however, no differences in language groups in the involvement of parents. For both categories of parents, the rating made by parents on their children’s mathematical abilities predicted their scores in math. Relevance: The source is important because it seeks to gauge the relationship between a child’s scores in mathematics and to read against the level of parental involvement. It cites lack of knowledge of the English language as a barrier to parental involvement.
Jung, E., & Zhang, Y. (July 03, 2016). Parental involvement, children’s aspirations, and achievement in new immigrant families. The Journal of Educational Research, 109, 4, 333-350.
Article summary: Multiple parental involvement aspects are investigated in the paper as well as their relationship to the academic achievement and aspirations of children from new immigrant families in the US. Methodology: The design of the study is an examination of culturally diverse immigrant families using the data from the New Immigrant Survey on school-age children and immigrant parents. The findings from structural equation modelling show that a parent’s proficiency in English, as well as their willingness to take part in their children’s schooling, are directly and indirectly related to educational outcomes, development of cognition, and their ability to master the English language. The article dismisses parental monitoring and control as less beneficial to the cognitive development of immigrant children, even though there were variations across different categories. Relation to my research: The article relates well to the topic as it looks at issues related to the involvement of parents in their children’s education.
Long, Yanjie, (2012). “The Impact of Parental Involvement on Preschool Children’s Later Language Development in Low-income Hispanic English Language Learners” (2012). Public Access Theses and Dissertations from the College of Education and Human Sciences. 144
Article summary: This is among the few studies that have put a detailed focus on how parental involvement affects language development among ELLs. The main aim of the study is to survey the effect of early and concurrent PI influences later language development among preschool children. Methodology: The sample selected for this study is low-income Hispanic English Language Learners. The specific parental involvement aspects under examination are cognitive stimulation and provision of home support for language; and emotional support from parents. The findings of the study show that the stimulation of a child’s cognition, their early home language and emotional support from parents enhance their vocabulary mastery level at the age of two years. This was however not true for language development in Spanish-speaking children. Path analysis at the age of three years indicates that parent emotional support enhances language development in English-speaking children whereas early language stimulation at home enhances language development in children who speak Spanish. The resource is relevant to my research question because, through language development, various barriers to parental involvement can be prevented. It also offers a detailed focus on how parental involvement affects language development among ELLs.
McCormick, M. P., Cappella, E., O, C. E. E., & McClowry, S. G. (January 01, 2013). Parent Involvement, Emotional Support, and Behavior Problems: An Ecological Approach. Elementary School Journal, 114, 2, 277-300.
Article summary: The article explores how parental involvement relates to behavioral problems among students in kindergarten with a varying degree of emotional support from the teacher. The methodology of the study involved data collection between Hispanic and African American Students. In total, two hundred and fifty-five children took part in the study. According to the findings obtained from the hierarchal linear model, home to school communication by parents and emotional support from teachers had a moderated negative impact of the behavior problems among kindergarten students. The article also reveals a negative relationship between behavior issues and school-based participation. The authors go ahead to contend that with less emotional support from the educators and enhanced communication between families and school the children exhibit more problems with their behavior. Improved emotional support helps to attenuate the negative relationship. The relevance of the article lies in the fact that it illuminates the importance of considering parent involvement in various classroom practices.
Mroczkowska. J. (2017). Minority parents’ barriers to school involvement: Quantitative study of Polish parents’ satisfaction with elementary schools in Norway. Master of philosophy in Special Needs Education Faculty of Educational Sciences UNIVERSITETET I OSLO
Article summary: The paper first recognizes the positive relationship between parent involvement and academic outcomes then states that cultural and linguistic issues exacerbate the relationship between families and schools. Where these issues prevail, the focus tends to shift from building relationships based on shared goals to capitalize on differences. The study aims at assessing the barriers involved in parent participation from the viewpoint of Polish parents who live in Norway. Methodology: The design assumed is experimental in that a convenient group of participants is involved in the study and data is collected from the research. Sixty-four elementary school parents are the participants as data collection is based on the answers they provide in the questionnaires. Findings: An analysis of the data finds that being familiar with the school setting and regulations and feeling welcomed forms the most important part of satisfaction among parents. Relevance of the article: This is a critical study because it expounds on cultural diversity and language as barriers to proper family involvement. It emphasizes the need for teachers to train in matters to do with cultural diversity as a way of addressing the barriers.
Nam, B.-H., & Park, D.-B. (January 01, 2014). Parent involvement: perceptions of recent immigrant parents in a suburban school district, Minnesota. Educational Studies Oxford Then Abingdon-, 40, 3, 310-329.
Article summary: The paper seeks to survey how immigrant parents perceive the effort made by their schools to promote parental involvement in three areas which are: communication, parenting and learning at home. The research methodology considers the viewpoint of one hundred and six immigrant parents with kids enrolled in ELL programmes. The study sample was drawn from ten suburban schools in the state of Minnesota. The findings revealed that regarding “learning at home” and “parenting,” the parents’ perceptions varied based on their ethnic backgrounds, the academic levels of the children, and that of their fathers. The educational levels of mothers had a significant correlation to the languages spoken at home and how their children performed in English. The relevance of the article is indicated in the findings that show parental educational achievement as a barrier to parental involvement.
Naughton, S., & Children Now, Oakland, CA. (2004). The Importance of Family Engagement. English Language Learners, Immigrant Children, and Preschool for All. An Issue Brief Series. Children Now, 1212 Broadway, 5th Floor, Oakland, CA 94612. Tel: 510-763-2444; Fax: 510-763-1974; e-mail: [email protected].
Article summary: The paper argues that for all Californian systems, a high-quality preschool has to be designed to cater to the needs of the diverse child population. Methodology: Out of an estimated 1.1 million kids aged between three and five years and not in kindergarten, 39% belong to the ELLs category. This is a study whose findings inform discussions associated with constructing a preschool for every system in California. The preschool should have particular regard to how the needs of the ELLs can be met to promote learning. The article puts much focus on family involvement and hence confirms that parental involvement in their children’s preschool learning is beneficial to the children. Relevance of the article: The report is a relevant source as it describes the findings from research that highlight various challenges experienced in parent involvement programs and the strategies that can be used to engage families that are culturally and linguistically diverse in their children’s education.
Panferov, S. (2010). Increasing ELL parental involvement in our schools: Learning from the parents. Theory Into Practice, 49(2), 106-112.
Article summary: The authors submit that involving parents as advocates for academic success at home is of particular importance for ELLs. Methodology: The design of the study is explanatory and it gives an account of two parents and draws a comparison to their individual experiences with schools, how they view literacy, and how the environment at home may be supportive enough in literacy and educational success. The findings point to the significance of involving parents in their children schooling. The paper relates to my research question because, through the account of the two parents, it is possible to point out barriers that led to their non-involvement. Parental interest and support are very crucial to a child’s academic success. Several studies have shown the immense gains that children acquire when their parents’ level of engagement increases. Parents who involve themselves more tend to develop higher academic ambitions for their children, they become better communicators, and their attitudes towards educators are enhanced
Ramirez, A. F. (2003). Dismay and disappointment: Parental involvement of Latino immigrant parents. The Urban Review, 35(2), 93-110. Page 93
Article summary: The following article examines the issue of parent-school relationship and how limited research has been carried out in immigrant communities. Methodology: the research interviewed Latino migrant parents in a mainly Latino area in California. Even though the area has strong Latino origins, these migrant parents trust that they are not given equal opportunities or resources to their requirements as parents. The interviewed parents showed that they were ready to get involved in school activities and culture to support their children’s education. However, certain barriers such as cultural and discrimination never allowed them to do so. The results showed that the parents were eager and willing to meet the teachers who were unavailable to discuss grades and the progress of the child, be capable of finding interpreters through an open house or any other times of the school days. They also wished to talk to the teachers of the children needs. Because of the barriers to family engagement, the parents had a difficult time in school’s curriculum. The findings indicated that the immigrant parents felt neglected and dependent while attempting to gain data concerning their children’s learning. The interviewed parents were very concerned with their issues and requested the researchers to spread out their story so that they can be heard. Relevance of the article: This would help the future relationship between the teachers and immigrant parents. The research is related to my study as it points out some of the cultural differences and parent-school relationship regarding family engagement.
Savage, B. C. (2017). Leadership Practices that Support Parental Involvement in One High Needs Elementary School. ScholarWorks @ Georgia State University.
Article summary: This article backs up the argument that where differences arise due to culture, race and socioeconomic status, the degree of parental involvement must be increased to improve educational outcomes. The study also surveys the leadership qualities demonstrated in a needy urban elementary school that had active parental participation and had consequently recorded high academic achievement on standardized tests mandated by the state. The school had an established parent center, and most of the students lived in poverty. Besides, more than fifty percent of the population comes from families that did not speak English. The article employs a case study methodology, which facilitates the understanding of the demonstrated qualities of leadership as well as the principal, deputy principal, coordinators and teachers’ practices that result in improved involvement of the parents. The designated leaders did semi-structured interviews, and the responses analyzed to allow insight into the leadership qualities alongside other strategies that encouraged social justice. The findings reveal the qualities and attributes possessed by the leaders at the school that has led to effective parental involvement as well as improved educational outcomes and growth among students. This article relates to my research because it demonstrates how the barrier of poverty can be dealt with through good leadership.
Shim, J. M. (2013). Involving the Parents of English Language Learners in a Rural Area: Focus on the Dynamics of Teacher-Parent Interactions. Rural Educator, 34(3), 18-26.
Article summary: In the following study, Shim proposes that the existing ELL parental engagement framework frequently neglects the functional features and power imbalance of family-school associations that can hamper fruitful partnership. The study uses postcolonial theory methodology as a theoretical system to examine the incentive of English language learners (ELL) family-school communications from rural ELL family positions by investigating those connections as intercultural associations. The research utilized a qualitative methodology to investigate the behavior of parents and teacher relations. Findings: factors that inhibit useful ELL parent-school communications were, firstly, teachers’ decision on ELL scholars and their families. Secondly, ELL parents’ disappointment concerning their incapacity to control a teacher’s decision-making and finally, ELL parents’ concern of consequences for expressing their opinions openly. The paper also covers some critical inference for educators handling ELL scholars in rural regions. The article is relevant because, with the kind of in-depth insights it provides, researchers will be able to understand the various factors that hinder effective parental involvement.
Smith, J., Stern, K., & Shatrova, Z. (2008). Factors Inhibiting Hispanic Parents’ School Involvement. Rural Educator, 29(2), 8-13.
Article summary: The paper presents a study of the barriers to parental involvement among Hispanic parents in Non-metropolitan area schools. Methodology: The article reviews studies regarding the factors inhibiting Hispanic Parents’ School Involvement. The ‘No Child Left Behind’ mandate exaggerates the need to ensure all students belonging to at-risk groups in the US attain good educational outcomes. Most of the US non-metropolitan areas are occupied by Hispanics, and for that reason, the qualitative experimental design includes fifteen Hispanic parents. The findings reveal that the major inhibiting factors to Hispanic parental involvement are the school calendar, schools failing to send correspondence, Spanish encrypted newsletters, and lunch menus. The article also notes that the inability of Hispanic parents to understand English hinders communication hence resulting in declined parental involvement. Hispanic parents are too reluctant to question the school authority; a factor that also contributes to their non-involvement. This paper is directly related to the research question given the way it illuminates the barriers inhibiting parental involvement among Hispanic parents in detail.
Tarasawa, B., & Waggoner, J. (2015). Increasing parental involvement of English Language Learner families: What the research says. Journal of Children and Poverty, 21(2), 129-134. doi:10.1080/10796126.2015.1058243.
Article summary: The authors acknowledge ELLs as the fastest-growing population segment in American schools. Research has it that ELL parent’s place high value on the education of their children; however, the article contends that the relationship ELL migrant parents have with their children is very different from mainstream families that speak English. Methodology: The article takes the design of a review as it explores how schools struggle to gratify the diverse linguistic and instructional needs of ELL students. Communication breakdown is the main issue highlighted in the article since parents who are less fluent in English may have difficulties expressing themselves. The findings of the article submit that for schools to involve parents better and more efficiently; they have to use both traditional and non-traditional strategies of parental engagement within linguistically and culturally appropriate practices. Relevance: The article is relevant as it gives an overview of the barriers encountered by parents who do not speak English. It also recommends strategies that enhance the involvement of parents.
The Journal. (2017, October 11). 5 Strategies for Increasing Engagement with ELL Families. Retrieved from https://thejournal.com/articles/2017/10/11/5-strategies-for-increasing-engagement-with-ell-families.aspx
Article Summary: The journal demonstrates the strategy that both parents and teacher can use to improve engagement with EEL families. Parental involvement is essential to the students’ success. The article offers strategies that can be used to connect with families from all backgrounds. Methodology: The study carried out some surveys such as the Family-School Relation Survey. Some of the topics covered included perceptions and attitudes of the parents, barriers to engagement and school setting. The strategies included, firstly, discovering the attitude of the parent, parental response, and offer communication in different languages. The findings were that mot involved parents are those that feel they have a responsibility to make their children succeed in school. The relation of this study to my research is that it gives strategies to handle parental engagement, which is relevant to my study. The study captures certain themes that are very crucial in this topic and explains important ways that the stakeholders can improve on to better the child’s education.
Thompson, Pamela W. 2014. “African American Parent Involvement in Special Education: Perceptions, Practice, and Placement.” N.p.: ProQuest LLC, 2014. ERIC, EBSCOhost (accessed February 24, 2018).
Article summary: This article addresses the experiences and perceptions of Black American families with children who are receiving special education services in school. It addresses the issue of African American scholars in special education. The effects of culture and race are major factor in special education in the United States. The literature study explains how the African American children experience challenges in the educational system through the Civil Rights Movement. However, the literature studies fail to report how family engagement may aid teachers in addressing the families affected. The methodology used was Critical race theory. The framework examined the way in which racism affects patterns and processes by school staff handling African American parents. Per se, qualitative data were collected and examined to highlight the experiences of the African American parents. The findings were that many parents underwent obstacles such as communication, information about the special education laws, roles of the parents in the procedure, and staff understanding the culture of the families. Relevance of the study: This research is relevant to my study as it distinguishes how culture and racism play a role in parental non-engagement.
Vera, E. M., Israel, M. S., Coyle, L., Cross, J., Knight-Lynn, L., Moallem, I., & Goldberger, N. (2012). Exploring the educational involvement of parents of English learners. School Community Journal, 22(2), 183.
Article summary: This study examined the relations among the series of particular barriers and enablers of parental engagement and a range of school involvement in a diverse group of immigrants (ELs) in four elementary school districts. Methodology: The methodology used was in-home learning engagement such as monitoring assignments. The children were asked how their school day was. These were the most frequent behaviors in parental involvement. Using community involvement was reported as the least type of family engagement. The parental engagement was determined by demographic factors like conversancy with the English language, parent’s educational background, their perceptions, and attitudes as well as the general school environment. The findings of the study have significance for the pattern and execution of interventions aimed at enhancing the family engagement of English Learning children. Relevance of the article to my study: This study is relevant as it helped in understanding the relationships between the range of barriers affecting parental involvement and school involvement in different cultures.
Whitaker, M. C. (2011). School influences on parents’ role beliefs. Nashville, Tenn.: Vanderbilt University.
Article summary: This study analyzed possible links between parents’ responsibility, perceptions for participation and social-background factors leading to its improvement. Methodology: participants involved sampling of parents/caregivers from two Title I middle schools. They answered surveys evaluating their observations of scholar and teacher requests to participation, school prospect of engagement, school setting, upbringing schooling experiences, and their task beliefs. Findings: parents’ attitude of student invitations to participation, school concern to involvement, and school setting greatly affected the parents’ responsibility belief in one school, while school setting was the only predictor of parents’ task viewpoint in the other. Teachers’ request for participation was not directly related to role beliefs in either school. This research is relevant to my study as it addresses the barriers to parental engagement. The articles further state the possible strategies that teacher can use to involve the family and the children in improving their performances.
Zarate, M. E. (2007). Understanding Latino Parental Involvement in Education: Perceptions, Expectations, and Recommendations. Tomas Rivera Policy Institute. The University of Southern California, School of Policy, Planning, and Development, Ralph and Goldie Lewis Hall.
Article summary: The following study demonstrates the understanding of Latino parental engagement in education. Latinos have been long considered to have low-skill and less involvement in their children’s education due to low levels of academic, low college completion rates and the required learning standards. Little study has been done on forms of parental involvement from kindergarten through high school years especially how Latino parents classify parental involvement. Methodology: in conducting this study, the following were considered: Latino parents’ belief of their involvement, schools’ and educator’s prospect of parental participation, planned initiatives dealing with parental engagement in education and Latino students’ attitudes of the function of parental participation in their learning. The findings indicated that different definitions and opinions of family engagement in schooling exist amongst the diverse stakeholders. Moreover, schools require clear directorial objectives on connecting parents in the school’s activities. The relevance of this study is that these perceptions can educate on how schools, parents, and students can increase family engagement. The review is useful in handling barriers that affect parental engagement in schools.
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The Journal. (2017, October 11). 5 Strategies for Increasing Engagement with ELL Families. Retrieved from https://thejournal.com/articles/2017/10/11/5-strategies-for-increasing-engagement-with-ell-families.aspx
Thompson, Pamela W. 2014. “African American Parent Involvement in Special Education: Perceptions, Practice, and Placement.” n.p.: ProQuest LLC, 2014. ERIC, EBSCOhost (accessed February 24, 2018).
Vera, E. M., Israel, M. S., Coyle, L., Cross, J., Knight-Lynn, L., Moallem, I., & Goldberger, N. (2012). Exploring the educational involvement of parents of English learners. School Community Journal, 22(2), 183.
Whitaker, M. C. (2011). School influences on parents’ role beliefs. Nashville, Tenn.: Vanderbilt University.
Zarate, M. E. (2007). Understanding Latino Parental Involvement in Education: Perceptions, Expectations, and Recommendations. Tomas Rivera Policy Institute. University of Southern California, School of Policy, Planning, and Development, Ralph and Goldie Lewis Hall.