A Mixed-Methods Case Study of Parent Involvement in an Urban High School Serving Minority Students

Parental involvement in education has been associated with a number of positive outcomes for students. Using a mixed-methods approach, the authors examine how role construction and self-efficacy (psychological motivators), invitations (contextual motivators), and life contexts influence a parent’s d...

Full description

Saved in:
Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2015-09, Vol.50 (6), p.750-775
Main Authors: Reynolds, Andrew D., Crea, Thomas M., Medina, Jose, Degnan, Elizabeth, McRoy, Ruth
Format: Article
Language:English
Subjects:
African American Students
Barriers
Case Studies
Comparative Analysis
Correlation
Cultural Context
Data collection
Focus groups
High School Students
Hispanic American Students
Immigrants
Institutional Characteristics
Minority Group Students
Minority students
Mixed Methods Research
Outcomes of Education
Parent Attitudes
Parent Participation
Parent Role
Parent Surveys
Questionnaires
Role Perception
Secondary schools
Self Efficacy
Teacher Attitudes
Teacher Surveys
United States (Northeast)
Urban Schools
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Parental involvement in education has been associated with a number of positive outcomes for students. Using a mixed-methods approach, the authors examine how role construction and self-efficacy (psychological motivators), invitations (contextual motivators), and life contexts influence a parent’s decision to become involved within the context of an urban high school serving primarily Latino, African American, and immigrant children. Data collection strategies included parent focus groups, teacher interviews, and parent and teacher surveys (N = 73). Findings highlight the importance of school invitations and considering family culture when engaging parents. The authors also compare involvement strategies and barriers as identified by parents and teachers.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085914534272