| Parents familiar with collaborating with K-12 educators may expect the same level of access and involvement with higher education faculty members (Wartman & Savage, 2008). This study reflects an Interpretative Phenomenological Analysis of the complexity of parental involvement in higher education from the perspective of ten faculty members at a mid-size, private, religiously-affiliated, high research activity institution in the Southwest. Findings indicate that faculty members experience parental involvement in ways that suggest that parents view faculty members as collaborators in their children's education. Faculty encountered parents through formal events, such as Parent and Family Weekend, as well as unexpected contacts in which parents sought to exert influence or communicate information about their student. This study confirms that faculty participants experienced parental involvement in student academic progress and provides insights into their responses, including substantial use of FERPA, while still attempting to assist parents in their efforts to ensure the academic success of their student. These findings underscore the need for colleges and universities to help parents and families understand the change from K-12 in regards to teacher collaboration between parents and instructors through educational efforts during Orientation and other venues. Faculty also expressed need for more instruction related to responding to parent inquiries. |
