Identifying and Decreasing Barriers to Parent Involvement for Inner-City Parents
Previous studies demonstrate the positive effects of parental involvement on student grade point averages (GPAs), standardized tests scores, and other academic outcomes. Because of the positive role of parental involvement on youth academic achievement, many parents and school personnel desire more...
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| Veröffentlicht in: | Youth & society 2013-03, Vol.45 (1), p.54-74 |
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| creator | Williams, Terrinieka T. Sánchez, Bernadette |
| description | Previous studies demonstrate the positive effects of parental involvement on student grade point averages (GPAs), standardized tests scores, and other academic outcomes. Because of the positive role of parental involvement on youth academic achievement, many parents and school personnel desire more collaboration between the family and the school. However, obstacles often arise prohibiting such positive interactions, especially for inner-city African American parents. In this study, parents and school personnel at a predominantly African American inner-city high school completed in-depth interviews regarding the barriers to involving parents in their children’s education. Parents and school personnel identified barriers that fit into four descriptive categories: (a) time poverty, (b) lack of access, (c) lack of financial resources, and (d) lack of awareness. Suggestions for decreasing barriers were also discussed. Findings suggest that taking family context into consideration during the planning phases of school-based programs and events improve parental involvement. Implications and recommendations for practitioners are discussed. |
| doi_str_mv | 10.1177/0044118X11409066 |
| format | Article |
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Because of the positive role of parental involvement on youth academic achievement, many parents and school personnel desire more collaboration between the family and the school. However, obstacles often arise prohibiting such positive interactions, especially for inner-city African American parents. In this study, parents and school personnel at a predominantly African American inner-city high school completed in-depth interviews regarding the barriers to involving parents in their children’s education. Parents and school personnel identified barriers that fit into four descriptive categories: (a) time poverty, (b) lack of access, (c) lack of financial resources, and (d) lack of awareness. Suggestions for decreasing barriers were also discussed. Findings suggest that taking family context into consideration during the planning phases of school-based programs and events improve parental involvement. 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Because of the positive role of parental involvement on youth academic achievement, many parents and school personnel desire more collaboration between the family and the school. However, obstacles often arise prohibiting such positive interactions, especially for inner-city African American parents. In this study, parents and school personnel at a predominantly African American inner-city high school completed in-depth interviews regarding the barriers to involving parents in their children’s education. Parents and school personnel identified barriers that fit into four descriptive categories: (a) time poverty, (b) lack of access, (c) lack of financial resources, and (d) lack of awareness. Suggestions for decreasing barriers were also discussed. Findings suggest that taking family context into consideration during the planning phases of school-based programs and events improve parental involvement. Implications and recommendations for practitioners are discussed.</description><subject>Academic Achievement</subject><subject>African Americans</subject><subject>Barriers</subject><subject>Collaboration</subject><subject>Consciousness</subject><subject>Constraints</subject><subject>Cooperation</subject><subject>Correlation</subject><subject>Economic Factors</subject><subject>Educational Planning</subject><subject>Family School Relationship</subject><subject>Grade Point Average</subject><subject>High Schools</subject><subject>Identification</subject><subject>Inner city</subject><subject>Interviews</subject><subject>Knowledge Level</subject><subject>Parent Attitudes</subject><subject>Parent Participation</subject><subject>Parent School Relationship</subject><subject>Parents</subject><subject>Role</subject><subject>School faculty</subject><subject>School Personnel</subject><subject>Schools</subject><subject>Scores</subject><subject>Standardized Tests</subject><subject>Students</subject><subject>Teacher Attitudes</subject><subject>Time</subject><subject>Urban Areas</subject><issn>0044-118X</issn><issn>1552-8499</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2013</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>BHHNA</sourceid><recordid>eNp1kE1LAzEQhoMoWKt3L8KCFy-rmXxssketVSsFe1DwtmSzSdmyzdZkW-i_N8uKSMG5zAzvM-8Mg9Al4FsAIe4wZgxAfgIwnOMsO0Ij4JykkuX5MRr1ctrrp-gshBWOwSkZocWsMq6r7b52y0S5Knk02hsV-vZBeV8bH5KuTRbKRy6ZuV3b7My6r23rY--MTyd1t_8hwjk6saoJ5uInj9HH0_R98pLO355nk_t5qmnGujS3liipBSZS8ExyYa1kVUWJwFRqqpkUkJeKlNzySkSmNBZLxnNFQBNZ0jG6GXw3vv3amtAV6zpo0zTKmXYbCqBMCEkzISJ6fYCu2q138boCiATJOQcaKTxQ2rcheGOLja_Xyu8LwEX_4uLwxXHkahgxvta_-PQVMM5YjqOeDnpQS_Nn6X9-32wfgzQ</recordid><startdate>201303</startdate><enddate>201303</enddate><creator>Williams, Terrinieka T.</creator><creator>Sánchez, Bernadette</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7U4</scope><scope>BHHNA</scope><scope>DWI</scope><scope>WZK</scope></search><sort><creationdate>201303</creationdate><title>Identifying and Decreasing Barriers to Parent Involvement for Inner-City Parents</title><author>Williams, Terrinieka T. ; 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| ispartof | Youth & society, 2013-03, Vol.45 (1), p.54-74 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); SAGE Complete A-Z List; Sociological Abstracts |
| subjects | Academic Achievement African Americans Barriers Collaboration Consciousness Constraints Cooperation Correlation Economic Factors Educational Planning Family School Relationship Grade Point Average High Schools Identification Inner city Interviews Knowledge Level Parent Attitudes Parent Participation Parent School Relationship Parents Role School faculty School Personnel Schools Scores Standardized Tests Students Teacher Attitudes Time Urban Areas |
| title | Identifying and Decreasing Barriers to Parent Involvement for Inner-City Parents |
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