Parent involvement: Barriers and opportunities

Mannan, Golam; Blackwell, Jacqueline

doi:10.1007/bf01108494

Cited by 29 publications

(11 citation statements)

References 10 publications

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“…School personnel should realize that parents serve as continual resources for their children's development, whereas schools and educators are more temporary in their influences. Results from my study support the perspective that schools should help parents to help their children, that is, a parent empowerment perspective driven by parents' and students' needs rather than by educators' needs (Mannan & Blackwell, 1992).…”

Section: Discussionsupporting

confidence: 60%

High Educational Expectations and Low Achievement: Stability of Educational Goals Across Adolescence

Trusty

2000

The Journal of Educational Research

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Data from the National Education Longitudinal Study of 1988 were used to investigate variables that predicted stability of adolescents' postsecondary educational expectations from Grade 8 to 2 years after high school. The study included students who had early expectations for at least a bachelor's degree as well as 8th-grade reading or mathematics test scores that were below the median. All participants had high early expectations and comparatively low early achievement. Six years later, approximately 76% of the participants still had high expectations, whereas 24% of them no longer expected to earn a bachelor's degree. Results provide support for the addition of variables to the social cognitive model of educational achievement when predicting long-term educational expectations and attainment.conomic success for young people in the U.S. work-E force increasingly depends on high levels of academic educational attainment. From the 1970s to the 1990s, the earnings gap between those who have 4-year college degrees and those who do not has widened substantially (Snyder & Shafer, 1996). Rasinski, Ingels, Rock, Pollack, and Wu ( 1993) investigated the advice that fathers, mothers, counselors, and teachers gave to high school students regarding college attendance. They found that all of those adults were much more likely in 1990 than in 1980 to advise students to attend college. The trend was evident across socioeconomic classes, racial groups, regions of the country, and achievement test score quartiles. For example, in the lowest test quartile, 26.1% of high school sophomores in 1980 reported that counselors advised them to attend college, whereas 56.4% in 1990 reported that counselors advised them to attend college. In the second quartile, 26.5% of high school sophomores reported that teachers advised them to attend college, as compared with 60.7% in 1990. In other words, those persons most important to students' educational and career development are increasingly encouraging students toward postsecondary academics.Seeking a college degree is not appropriate for every student. Also, many economically lucrative careers do not require college degrees, and educational attainment does not necessarily produce economic return (Ayalon & Yuchtman-Yam, 1989). However, the economic consequences of not obtaining a college degree seem to be greater today and may likely be greater in the future if trends persist.In an examination of National Education Longitudinal Study of 1988 (NELS:88) base-year data, Hafner, Ingels, Schneider, and Stevenson (1990) reported that U.S. eighth graders had high occupational aspirations and high educational expectations. However, many students with high aspirations and expectations did not indicate plans for college preparatory course work in high school. For example, approximately 75% of eighth graders expected to finish college, but less than 30% of them indicated plans to enter a college-preparatory program in high school. That fact suggests that many students may not be preparing to meet their g...

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Section: Discussionsupporting

confidence: 60%

High Educational Expectations and Low Achievement: Stability of Educational Goals Across Adolescence

Trusty

2000

The Journal of Educational Research

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“…For example, parents with low educational attainment may lack the requisite sets of skills and knowledge to assist their children with assignments especially beyond the elementary school grades ( Trotman, 2001 ). Work often serves as a barrier for low-income parents to devote time to attend school meetings, volunteer at the school, or participate in other parent involvement activities ( Mannan & Blackwell, 1992 ; Van Velsor & Orozco, 2007 ). Although work affects the ability of parents to participate in SBPI activities regardless of income group, work barriers differentially affect low-income parents.…”

Section: Personal Life Contextmentioning

confidence: 99%

“…Although work affects the ability of parents to participate in SBPI activities regardless of income group, work barriers differentially affect low-income parents. Low-income parents are more likely to have inflexible work schedules, multiple jobs, and/or positions without paid leave benefits ( Mannan & Blackwell, 1992 ; Van Velsor & Orozco, 2007 ).…”

Section: Personal Life Contextmentioning

confidence: 99%

Barriers and Facilitators to School-Based Parent Involvement for Parents of Urban Public Middle School Students

et al. 2014

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Using semistructured interviews, we explored barriers and facilitators to school-based parent involvement (SBPI) in a sample of predominately African American parents (N = 44) whose children attended urban public middle schools. Barriers to SBPI (e.g., perceptions of hostile parent–teacher interactions and aggressive, disrespectful students in the school) were more commonly reported than facilitators (e.g., child invitations for involvement). Findings suggest that parents’ motivations for engaging in SBPI may be undermined by a variety of barriers, resulting in low participation. Implications and tailored strategies for enhancing SBPI in this population are presented.

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“…Research on barriers has explored a narrowly conceived set of variables and, in doing so, has focused on the participation of special subgroups such as parents from lower socioeconomic and ethnic minority backgrounds and parents of special education students. The result is that a variety of familial, cultural, racial, job, social class, communication, and school personnel attitude factors have been implicated (e.g., Chavkin & Williams, 1989, Comer, 1988Davies, 1988;Epstein, 1986Epstein, , 1987 Klimes-Dougan, Lopez, Adelman, Nelson, 1992;Lopez, 1992;Lynch Stein, 1987;Mannan & Blackwell, 1992;Pennekamp & Freeman, 1988;Stevenson, Chen, & Uttal;Tangri & Leitch, 19821. However, because the studies are correlational, causal relationships have not been established. Furthermore, withingroup variations are rarely explored.…”

Section: Barriers To Involvementmentioning

confidence: 99%