African American parent involvement in middle school: Perceptions, practices and trust

Abstract

Scope and Method of Study:

The purpose of the study was to investigate African American parents educational involvement practices of 7th and 8th grade students' in both a large public school district and a small independent public school in a Midwestern metropolitan area. Specifically, the study's objectives were to understand (1) how African American parents and guardians are involved in their child's schooling, (2) if parents felt a sense of welcomeness in the school, and (3) if parents trusted their children's school. Attention was also given to relationships between parent involvement practices; their perceptions of school welcomeness; as well as their school trust ratings. Three hundred and eighty two participants completed a survey packet which included a demographic survey and three instruments - the Parent Involvement on All Types of Activities, the School Welcomeness Scale, and the Parent Trust of School Scale. Data were analyzed using descriptive analysis, factor analysis, ANOVA, and regression in terms of student grade level, parent/guardian educational background, and parent/guardian visitation practices.

Findings and Conclusions:

Consistent with research, African American parents/guardians with lower economic and academic resources were less involved in their child's school, reported feeling less welcome in their child's school, and trusted their schools less then their more educated and higher socio-economic status counterparts. Per the outcomes of this research, it is also apparent that there is a positive relationship between parent involvement, school welcomeness, and trust. Exactly if or how school trust and school welcomeness work together to influence more visible, on-campus involvement activity remains unclear.