Lessons learned from low-socioeconomic-status parents with high-achieving elementary school students about parental involvement |
Posted on:2017-11-16 | Degree:Ph.D | Type:Dissertation |
University:Capella University | Candidate:Duvert, Pierre-Andre H | Full Text:PDF |
GTID:1457390008982110 | Subject:Educational Psychology |
Abstract/Summary: | |
The primary purpose of the study was to investigate how low-socioeconomic-status (SES) parents of high-achieving elementary school students describe the experience of parental involvement. Underachievement represents a challenge with which parents, students, and school officials have to contend in the United States. Research has shown that parents can have a positive impact on achievement when they are involved in their children's education.This study used a qualitative research methodology and was carried out using a case study method. Eleven low-SES parents of high-achieving students were interviewed and asked to describe their experience of parental involvement. Participants described the experience of parental involvement as a phenomenon with three specific features: establishing/defining role as parent, forging and developing relationships, and coping with obstacles and identifying catalysts to academic success. |
Keywords/Search Tags: | Parents, Students, Parental involvement, High-achieving, School |
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