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

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  • Nancy E. Hill
  • Dawn P. Witherspoon
  • Deborah Bartz

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.

Suggested Citation

  • Nancy E. Hill & Dawn P. Witherspoon & Deborah Bartz, 2018. "Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(1), pages 12-27, January.
    • Handle: RePEc:taf:vjerxx:v:111:y:2018:i:1:p:12-27
    DOI: 10.1080/00220671.2016.1190910
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    Cited by:

    1. Zahoor Elahi & Shaista Mushtaq & Hassan Akhtar, 2022. "Parental Involvement for Students’ Academic Motivation at Secondary School Level," Journal of Policy Research (JPR), Research Foundation for Humanity (RFH), vol. 8(4), pages 193-204, December.
    2. Barnes, Carolyn & Nolan, Sarah, 2019. "Professionals, friends, and confidants: After-school staff as social support to low-income parents," Children and Youth Services Review, Elsevier, vol. 98(C), pages 238-251.

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