| A large percentage of students who are living in low-income households are not academically successful in the public school setting, while other students in that income group are successful. The problem is that the factors which contribute to the academic success of some low-income students are not fully known or understood. The purpose of this phenomenological study, framed in social learning theory, was to identify factors leading to the success of such students from the perspective of their parents. Sixteen parents of academically successful K-3 students living in low-income households were interviewed in regard to factors related to the school, community, child's inherent traits, parenting skills, and other support systems. Analysis using analytic/theoretical coding yielded four factors: student self motivation, importance of early reading, peer socialization, and positive opinion of the school. A recommendation for educational leaders is to acknowledge the value of early intervention programs, such as preschool or after school care, which will assist in building effective family/school partnerships. Another recommendation is for early implementation of reading curriculum within these programs, to implement an expansion of literacy which could increase early success for low-income students. The findings of this study may contribute to positive social change by providing support for early literacy education and opportunities for peer socialization of students living in low-income households. Further, the findings may influence educational institutions to implement strategies to develop student self motivation as well as providing and projecting a positive climate for student learning. |
