Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students

ABSTRACT

Maintaining productive partnerships between families and schools is more complex when youth enter middle school. A systematic and inclusive understanding of the strategies parents use, youth want and need, and teachers' desire is needed to broaden our conceptualization and deepen our understanding of parental involvement in education. The authors captured the voices of 3 primary stakeholders in education (i.e., parents, teachers, and students) to identify the goals for parental involvement in education, identify consistencies across stakeholders in the conceptualizations of parental involvement in education, and deepen our understanding of the types of involvement that matter for adolescents. The study used grounded-theory analysis of 20 focus groups, with ethnically diverse parents, youth, and teachers (N = 150), along with quantitative indicators of involvement and interactions with schools. From these analyses scaffolding independence, linking education to future success, and communication emerged as the most consistent strategies for promoting achievement. Conceptualizations of home-based involvement were broadened. Ethnic variations in the general experiences of families at school were highlighted.

KEYWORDS:

• Ethnicity
• family–school relationships
• middle school achievement
• parent participation

Acknowledgments

We thank Lorraine Tuck, Ed.D. and Heidi Coleman of the Durham Public Schools and the principals, teachers, and families of two of their middle schools; Karen Mapp, Ed.D. at the Harvard Graduate School of Education. We also thank the research team: Diana Tyson, Ph.D.; Lea Bromell, Ph.D.; Roxanne Flint, MA; Jerusha Saldana Yanez, Ed.M; Adan Rodriquez, Ed.M.; Maya Weillundemo, Ed.M.; Yasmin Pereya, Ed.M.; Andrea Malone; Claudia Ruiz; Megan Golonka; Miatta Echetebu; Tameka; Yeney Hernandez; Nastassja Marshall; Stephany Cuevas; Kimberly Stevens; and Harry Schnur.

Funding

This study was funded by the National Institute of Child Health and Human Development.