Improving Parental Involvement in an Inner-City Elementary School

Improving Parental Involvement in an Inner-City Elementary School by Veronica D. Marion MA, University of New Haven, 1999 BS, Albertus Magnus College, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirement for the Degree of Doctor of Education Walden University December 2017 Abstract A pattern of low parental involvement exists at in an inner-city school in the northeast region of the United States, where 90% of the students are students of color and fewer than 10% of parents attend school-based activities. Low parental involvement at the local school may lead to decreased student achievement and limited access to needed resources and information. A qualitative case study design was used to explore the problem. Epstein’s typology, which includes the traditional definition of parental involvement and acknowledges the parents’ role in the home, provided the conceptual framework for the study. Research questions focused on perceived challenges that prevent parent participation, specific types of parental involvement strategies that are most effective when working with inner-city families, and potential solutions to the problems. Data collection included reviewing reports and conducting individual interviews with 5 elementary school parents, 5 teachers, and the principal at the research site. Inductive data analysis included organizing and categorizing data to develop themes related to the problem and perceived solutions. Findings revealed ineffective home–school communication, language differences, and a lack of shared meaning regarding parentalA pattern of low parental involvement exists at in an inner-city school in the northeast region of the United States, where 90% of the students are students of color and fewer than 10% of parents attend school-based activities. Low parental involvement at the local school may lead to decreased student achievement and limited access to needed resources and information. A qualitative case study design was used to explore the problem. Epstein’s typology, which includes the traditional definition of parental involvement and acknowledges the parents’ role in the home, provided the conceptual framework for the study. Research questions focused on perceived challenges that prevent parent participation, specific types of parental involvement strategies that are most effective when working with inner-city families, and potential solutions to the problems. Data collection included reviewing reports and conducting individual interviews with 5 elementary school parents, 5 teachers, and the principal at the research site. Inductive data analysis included organizing and categorizing data to develop themes related to the problem and perceived solutions. Findings revealed ineffective home–school communication, language differences, and a lack of shared meaning regarding parental involvement between parents and teachers. Identification of these challenges led to development of a 3-day professional learning series for parents, teachers, and administrators that focused on benefits of parental involvement. Implementation of the program may help to facilitate building of school–family community partnerships to empower parents to support their children’s learning at home and at school. Improving Parental Involvement in an Inner-City School By Veronica D. Marion MA, University of New Haven, 1999 BS, Albertus Magnus College, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2017 Dedication I dedicate this project to my parents Philip and Delores Marion, who always believed in me and encouraged me to follow my dream of one day becoming a doctor! Thank you for cheering me on, praying for me, and listening when no one else would. Mom although you are no longer with me on earth; you were with me every step along this journey. I promised you that I would not stop until I completed my education, and I know for you that meant earning my doctoral degree. For God has not given us the spirit of fear but of power, love, and a sound mind, II Timothy 1:7. Acknowledgments First I would like to give thanks to my Lord and Savior, Jesus Christ who is the head of my life. Secondly, I wish to thank everyone who supported me along this journey, to my children Shamar, Alexis, and especially, Trey-mommy has been in school for more than half of your time on this earth. You never complained when I was the only mom at your baseball or basketball practices with a laptop or when I had to travel for school. I promise we will travel again soon; I will let you pick the location for our next family vacation! To my sisters, Althea, Phyllis, Leatrice, Cheryl, and Kristal; you believed in me even when I could not see it for myself. When I cried you cried and when I wanted to give up you told me all of the reasons why I had to keep going, I am forever grateful and ready to return the favor. To my extended family especially my cousins, thank you for I would not be here without the years of encouragement. To my chair, Dr. Sorrell, you were Godsent. You entered my life when I needed you the most. Thank you for using your personal time to assist me in accomplishing my dreams. Dr. Hogan, Dr. Miller, and Dr. Englesberg thank you for being a member of my team! I appreciate your wisdom, knowledge, and attention to details. To my dear friend, Dr. David R. Grice, thank you for all of the articles, guidance and laughter when I felt like crying. Last but not least to Pastor Alfred Watts and my Cornerstone Family thank you for the cheers, the tears and those Wednesday night prayer circles!