Identifying and Decreasing Barriers to Parent Involvement for Inner-City Parents

Abstract

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.

Changing patterns of parent–teacher communication and parent involvement from preschool to school

“…With few exceptions, the majority of studies of parent involvement have drawn on samples of lower income and/or minority families (Hanafin & Lynch, 2002;Lewis, Kim, & Bey, 2011;Williams & Sanchez, 2013). In this research, we use a large sample from a nationally representative study, LSAC, to provide a more comprehensive overview of parent involvement.…”

The emergence of social capital in low-income Latino elementary schools

“…These include inflexible work schedules, transportation or childcare needs, lack of information about opportunities, restricted access to the school building or school personnel, absence of a common spoken language or translators, and feeling unwelcome or unwanted at the school (Lamb-Parker, Piotrkowski, Baker, Kessler-Sklar, Clark, & Peay, 2001; Lareau, 1987; Ramirez 2003; Williams & Sánchez, 2013). Outreach efforts to publicize and invite families to the program are comprehensive and include visits to families’ homes.…”

Leveraging After-School Programs to Minimize Risks for Internalizing Symptoms Among Urban Youth: Weaving Together Music Education and Social Development

“…In addition, language barriers may interfere with parents’ ability to support their children’s academic progress (e.g., challenges helping with homework and communicating with teachers; Turney & Kao, 2009). Further, particularly for Site 2, a majority of youth are often from economically disadvantaged families, where parents may be under-employed and lack knowledge of and access to resources (e.g., Williams & Sanchez, 2013). Indeed, poverty-related stress has been associated with increased levels of anxiety and depression (e.g., Holmes et al, 1999).…”