ABSTRACT

The purpose of this study was to investigate beliefs, barriers, and current levels of parental involvement in the education of their child. There were three research questions: 1. Is there a relationship between differing parenting styles, social economicstatus, and family configurations and beliefs about parental involvement in the education of their child?2. What prevents parents of differing parenting styles, social economic status, and family configurations from being involved in their child’s education? 3. Is there a relationship between differing parenting styles, social economic status, and family configurations and current involvement in their child’s education? Seventy-five parents of sixth grade students filled out and returned the questionnaire used in this study. Percentages were calculated for the different components of the questionnaire to answer the three research questions of this study. The results indicated parents of different parenting styles and social economic status held different beliefs about parental participation in the education of their child. Also, parents with differing parenting styles, social economic status, and family configurations were involved in different aspects of their child’s schooling. The data showed that time constraints were the primary barrier limiting parents’ involvement in their child’s education. Based on the findings of the study, implications for school psychologists are drawn and suggestions for future research are offered.

CHAPTER ONE
INTRODUCTION
Numerous studies have underscored the strong contributions families make to their children’s academic achievement (e.g., Christenson & Buerkle, 1999; Conoley, 1987; Henderson & Berla, 1994). More specifically, research :findings show that when parents and schools establish collaborations and work in conjunction to encourage learning, student academic achievement is enhanced (e.g., Carter & Wojtkiewicz, 2000; Christenson & Conoley, 1992; Comer, Haynes, Joyner, & Ben-Aive, 1996; Eccles & Harold, 1996; Epstein, 1990; Griffith, 1996; Grolnick & Slowiaczek, 1994; Henderson, 1989; Henderson & Berla, 1994; Keith & Lichtman, 1994; Muller, 1998; Paulson, 1994; Rich, 1988; Shu.mow, Vandell, & Kang, 1996; Swap, 1993; Trusty, 1999; Winters, 1993). Yet, despite compelling :findings, parents and school personnel have struggled to develop and build partnerships (Ammon et al., 1998; Christenson, 1995; Eccles & Harold, 1993; Kellaghan, Sloane, Alvarez, & Bloom, 1993; Swap, 1993). Many parents, all too often, are not involved in schools, and schools implement principles and procedures based on assumptions about students and their families that may or may not be accurate (Davies, 1988; Swap, 1993). Thus, parents and school personnel repeatedly fall short of accomplishing the jointly desired goal of academic success for children.