| The purpose of this study was to examine parent motivation, learning and practices of families who attended a family support program at two different program sites in the Pacific Northwest. Perun and Bielby's (1980) integrative model of temporal progressions provided a theoretical framework from which to understand parent education within adult development theory. The mixed method quasi-experimental study was part of a larger statewide study which examined the effectiveness of the Parents as Teachers curriculum. A retrospective pre test survey designed by researchers at Oregon State University (Pratt, McGuigan, and Katzev, 2001) and modified to fit the study was given to all parents participating in the Parents as Teachers curriculum. The sub sample examined were at-risk and ethnically diverse families (n=23) who were enrolled in the Even Start Family Literacy Program at two different program sites.; Significant differences were found in learning between all paired sample t-tests pre test and post test scores. Learning was measured by grouping related questions in knowledge, confidence, abilities and behaviors. Analysis using MANOVA revealed no significant differences in learning between selected demographic variables of level of income, level of education, family type, ethnicity, and number of home visits.; Qualitative analysis using interviews, focus groups and short answer questions were used to understand the participants' motivation, continued interest, and barriers to attending the center-based program. The most common motivation responses cited by parents were to help their child and to do what is best for their child. Also for the ESL parents, learning English, the children's program, and learning about parenting were the most common motivating factors for attending and continuing with the program. Common barriers to active participation were the center-based approach to program delivery, parent cognitive delays, lack of time, and lack of transportation.; Observations of parenting practices were categorized into Baumrind's (1978) four parenting styles: autocratic, authoritative, permissive and unengaged. Differences were found between the American and ESL families. The authoritative parenting style was the most common for the ESL population and was consistent with what was taught in the parent education classes. However, for the American families living in a rural area, the parenting styles varied across all styles with the autocratic style being the most frequent. |
