| Recent educational reforms have highlighted parental involvement as an important part of school improvement which promotes family involvement as a high priority. This study presents a theoretical exploration of grandparents' involvement in a ''one size fits all'' parental-involvement program and the influences on educational outcomes for the children in the care of grandparents. Qualitative and quantitative research methods associated with phenomenology were used. A survey instrument constructed for this study was administered to 115 grandparents in an urban school district. The survey included demographic data, items used to assess grandparents' responses regarding their current levels of their involvement in their grandchildren's schools, and open-ended questions on grandparents' perceptions of factors that encouraged or discouraged them in becoming involved in their grandchildren's education. An additional method of data collection consisted of interviews with six grandparents and six key informants allowing the researcher to gather in-depth information about opinions, beliefs, practices, and attitudes concerning the involvement practices of grandparents. Grandparents are not hidden stakeholders, but embedded in the urban school system and unfortunately not yet recognized as the caregivers of the children in their care. Grandparents are very sensitive about raising their grandchildren; therefore, building trust is very important when communicating with them on the subject. Grandparents will participate in the parental-involvement programs based on their free choice of what activity they choose to participate in their grandchildren's schools and if the teacher specifically asks for their participation. Grandparents are least likely to become involved with schools in decision-making activities. Grandparent's rate of participation in quasi-parental involvement is influenced by such factors as illnesses and disability, employment, transportation, and psychosocial needs. Educational outcomes of the grandchildren in the care of their grandparents are influenced by the variation in the family structure, school learning environment, and the availability of community and social services. No single factor was found to be the most important factor that influences the grandchildren's educational outcomes. However, it was found that the grandchildren's success in school is dependent on a number of collaborating factors that together contribute to the success of student educational outcomes. |
