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THE RELATIONSHIP AMONG PARENTAL INVOLVEMENT, LEARNING, AND ACADEMIC ACHIEVEMENT: A CULTURAL PERSPECTIVE

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Date Issued:
2013
Abstract:
The goal of this QUAN-qual mixed methods study was to investigate how parents from various ethnicities and socioeconomic status construct their expectations of academic achievement and the impact these expectations have on academic success for the student. Data was gathered by using The Parent Survey of Family and Community Involvement in the Elementary and Middle Schools Grades with a purposive sample of 211 parents of fourth grade students in the school year 2012-2013. Survey results were compared to testing data from reading scores. For the qualitative phase of the study, a focus group and an open ended questionnaire were used. This study investigated 5 research questions. The quantitative research questions were analyzed using descriptives, a one-way ANOVA and a Pearson Correlation Coefficient analysis and aimed to answer 1) What is the relationship between overall parental involvement (OPI) and academic achievement? 2) Do measures of parental involvement at school (PIS) differ by ethnic group? 3) Do measures of parental involvement at home (PIH) differ by ethnic group? The findings suggest no relationship between OPI and academic achievement. There was a significantly statistical difference found in PIH and OPI based on minority status. The qualitative research questions examined were 4) In what ways does cultural background and socioeconomic status influence parents' education and career goal expectations? 5) In what ways are parents' academic expectations related to their children's achievement? Three themes emerged during the qualitative portion of the study; education and career expectations, parenting styles, and social networking.
Title: THE RELATIONSHIP AMONG PARENTAL INVOLVEMENT, LEARNING, AND ACADEMIC ACHIEVEMENT: A CULTURAL PERSPECTIVE.
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Name(s): Conant, Alison Carole
Type of Resource: text
Issuance: single unit
Date Issued: 2013
Physical Form: Dissertation
Extent: 236 pgs
Language(s): English
Abstract: The goal of this QUAN-qual mixed methods study was to investigate how parents from various ethnicities and socioeconomic status construct their expectations of academic achievement and the impact these expectations have on academic success for the student. Data was gathered by using The Parent Survey of Family and Community Involvement in the Elementary and Middle Schools Grades with a purposive sample of 211 parents of fourth grade students in the school year 2012-2013. Survey results were compared to testing data from reading scores. For the qualitative phase of the study, a focus group and an open ended questionnaire were used. This study investigated 5 research questions. The quantitative research questions were analyzed using descriptives, a one-way ANOVA and a Pearson Correlation Coefficient analysis and aimed to answer 1) What is the relationship between overall parental involvement (OPI) and academic achievement? 2) Do measures of parental involvement at school (PIS) differ by ethnic group? 3) Do measures of parental involvement at home (PIH) differ by ethnic group? The findings suggest no relationship between OPI and academic achievement. There was a significantly statistical difference found in PIH and OPI based on minority status. The qualitative research questions examined were 4) In what ways does cultural background and socioeconomic status influence parents' education and career goal expectations? 5) In what ways are parents' academic expectations related to their children's achievement? Three themes emerged during the qualitative portion of the study; education and career expectations, parenting styles, and social networking.
Identifier: Conant_fgcu_1743_10001 (IID)
Note(s): Degree Awarded: Doctor of Education
Subject(s): Multicultural education -- Education
Individual & family studies
Persistent Link to This Record: http://purl.flvc.org/fgcu/fd/Conant_fgcu_1743_10001
Host Institution: FGCU