Examining Student Gendered Experiences with Parent Involvement in The Bahamas

Abstract

Within English-speaking Caribbean K-12 schooling systems, there has been a consistent trend of boys performing at a lower academic standard than girls. Caribbean scholars suggest approaching gendered achievement patterns from multiple perspectives, dimensions, and methodologies to help clarify the inequities that are prevalent in Caribbean schooling. To address this call, I narrow attention onto the Bahamian family context and raise the question as to whether parent involvement with schooling in The Bahamas differs for boys versus girls. Survey data (parents, n = 377) came from a comprehensive study on parent involvement with schooling that took place in Grand Bahama during summer of 2018. Multivariate analysis of factor scores using two scales, Basic Needs Involvement (11-item scale) and Academic Involvement (3-item scale), showed that parental involvement was similar for boys and girls. Like previous findings in The Bahamas, there were more girls enrolled in private schools than boys. Findings are discussed in terms of societal perceptions about whose education is valued, mandates for gender parity, the impact global trends have on local trends, and moving towards empirical-based theories for gendered achievement patterns within Caribbean societies.