A conceptual analysis of a parent-culture's perceptions of parent involvement.

Abstract

The study's findings corroborated, expanded, and questioned existing research in the field of home-school-community partnerships. Recommendations based on the data were made for parents, school personnel, and future research.

The history of parent involvement within the United States' public schools revealed the evolution of the parent's role in education. As with any evolutionary process, conflict resulted in adaptation. This conflict was also evident within the parent-involvement theory and research. Studies revealed that parent involvement extended beyond volunteerism and decision-making. Unfortunately, many studies exposed the failed attempts of home-school-community partnerships. Yet, the benefits of such partnerships and the force of evolutionary change have demanded that studies probe deeper into the phenomenon. Experience and preliminary investigation on the part of the researcher have found at least in a localized setting, culture of parents who was involved.

This phenomenographical research studied a culture of twenty-four participants who were involved and examined how and why involvement was happening. Data analysis revealed two conceptions. First, involved parents are motivated to actively pursue involvement within the lives of their children both inside and outside of schools and with their children's friends. Motivational factors included the member's own children, social consciousnesses, crises, personal backgrounds, public images, and views of self. Secondly, involved parents seek information about their children and their children's schools through various sources. The culture gained information from its children, the school, and other parents.