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Component Six: Parental and Community Involvement The program provides for the meaningful involvement of parents and the local community in planning and implementing school improvement activities. Introduction This section highlights the research on parent involvement and provides strategies for moving from the traditional one-way communication type of involvement with parents and communities to the more substantial level of engagement that is needed to achieve the desired results for all students. Why Is Parent Involvement Important?
The literature suggests that there is no single best way to encourage parent involvement—what seems to work best is for parents to be involved in many different roles over time. It is more important that parent involvement be well-planned, comprehensive, and long-lasting than that it take a particular form (Henderson, "The Evidence"). Family involvement is more than assisting children with homework or going to school activities; family involvement has many different forms and levels and is a collaborative effort involving families, schools, community and religious groups, and employers. Parents don't have to come to school to be involved. Family assistance at home affects children's attendance, achievement, and classroom behavior. The most basic statement that can be made about parent and family involvement in education is that when it happens, everyone benefits. Three decades of research have consistently indicated that greater family involvement in children's learning is a critical link to achieving a high-quality education and a safe, disciplined learning environment for every student (U.S. Department of Education).
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Barriers and Misconceptions Poor people care just as much about their children as middle-income families, but when they are asked to become involved without any power to make real decisions, they're no more likely to become involved than others would be under those circumstances. However, if asked to become involved and given a chance to make a real difference in their school, they will respond in great numbers. They stick with it and begin making a difference (White-Clark and Decker 17). Despite overwhelming evidence linking parent involvement and student success, a number of barriers and misconceptions still inhibit the involvement of many parents. Parents have a variety of reasons for not becoming involved, and those reasons should be considered before dismissing non-involved parents as uncaring or disinterested (Thompson 37). Time. Time may be the most precious commodity that families need to support their children (White-Clark and Decker 13). With the rise of two-breadwinner families, single-parent families, and the need for family members to hold more than one job, many families are experiencing a time crunch. According to a national survey commissioned by Hand in Hand, approximately 69 percent of parents say it is "extremely important" for parents to spend time at home encouraging their children in schoolwork; however, 30 percent of parents report feeling frustrated because there often is not enough time to help children with schoolwork. Uncertainty about what to do. Lack of knowledge about how to help cannot be equated with lack of interest. In general, most parents and family members are interested in their children's education and want to help them succeed. Unfortunately, many parents do not know how to translate their care and concern into positive involvement (White-Clark and Decker 7). See also:
Other parents may have had bad experiences themselves with school and are reluctant to return to the school—even as a parent. More than 30 percent of parents say they find it difficult to help their children with schoolwork because "they teach things a lot differently from when I was in school." Twenty-one percent say they would be more involved if they knew what to do (Hand in Hand). Cultural barriers. Increasingly, families in the United States are becoming more culturally and linguistically diverse. In many instances, English is not spoken or understood in the homes of immigrant families. As a result, family members may be reluctant to meet and talk with school officials. Those family members who do speak English but have limited education may have difficulty communicating with school personnel because their life experiences and beliefs are very different from those in the school community (Onikama, Hammand, and Koki 3). However, language is not the only barrier to family involvement among culturally diverse populations. Salend and Taylor found that a prior history of discrimination also is a barrier to involvement. For example, many families may not attend activities or meetings at the school if they have experienced discrimination or disrespect there in the past (Onikama, Hammand, and Koki 5). In the lower socio-economic class of the Hispanic culture, there is a heightened respect for the authority of the school and its teachers. As a result, people of this culture consider it a rude intrusion for a parent to enter the classroom. Unfortunately, many school administrators and teachers misinterpret this behavior as a lack of caring about the child's education. See also:
Teacher attitude. Another factor that may contribute to poor parental involvement is teacher attitude. Teachers who have low expectations for poor children—or who believe that poor parents don't care about their children and don't want to be involved in their education—may consciously or unconsciously convey the attitude to parents that they have little to contribute when they do participate. When this happens, it is important that educators take a close look at their own misperceptions and attempt to discard these stereotypes (White-Clark and Decker 13). Click here for ideas to overcome obstacles to parent attendance and participation.
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