No abstract

Parental educational support is a key contributing factor to the educational success of children (Epstein, 2018; Hill & Tyson, 2009; Seginer, 2006). However, educational research has shown that schools tend to engage with single-mother families from a deficit perspective, labelling such parents "uninvolved" and "uncaring" (Hampden-Thompson, 2009; Hoover-Dempsey et al., 2001; Robinson & Werblow, 2012). Often not considered, are the embedded forms of capital present in single-parent families and the ways in which single parents invest in their children's education. In this article, we report on the findings of a qualitative multiple-case study of single-mother families from a South African community. Six single-mother family units were researched for the contributions they made to their children's educational success. Our theoretical framework was informed by Yosso's (2005) model of community cultural wealth. Our findings show that, despite severe societal adversity, these participating mothers invested in their children's educational and emotional well-being by accumulating alternative forms of embedded community cultural wealth. Our findings have relevance for the ways in which schools engage with, and collaborate with, such parent communities to advance positive school-family relationships.

Parental educational support plays a significant role in the educational success of learners. Research has emphasised the important role of father involvement in educational achievement; however, little is known about how educational support is understood within marginalised contexts such as female-headed households, especially where fathers are absent or largely uninvolved in the lives of children. This article presents the perspectives of six adolescents in a South African community who reflect on what father involvement means to them in relation to educational support. Semi-structured interviews and a focus group were conducted with the participants to discuss their experiences. We use feminist theory to highlight the informal and non-traditional forms of support that are present in these female-headed households. The data were analysed by means of thematic content analysis. The findings revealed that all the adolescents had complex and deeply personal perspectives on the role a father could play in their lives, and that these views often contrasted with dominant stereotypes of female-headed households as inherently inferior. Although all the adolescents showed a desire for a relationship with a biological father, in some cases the influence of a father was framed as detrimental to the family unit and the educational success of the adolescents. These findings have implications for how schools and educational stakeholders can understand and engage with adolescents and families in female-headed households.