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ERIC Number: ED524414
Record Type: Non-Journal
Publication Date: 2011
Pages: 109
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-3380-6
Parent's Perception of Barriers that Impact Parent Involvement in Capital School District's Central Middle School
Paylor, Raymond L.
ProQuest LLC, Ed.D. Dissertation, Wilmington University (Delaware)
Interest in the perception of barriers that impact parents' involvement in Central Middle Schools' Parent Teacher Organization was a result of the low P T O membership rolls. Some educational research supports that socio-economic status, family values toward education, race, and relationship to students are factors that present barriers to parent involvement. The goal of this study was to share the voices and perceptions of parents as they indicate why there is such a low level of participation at Central Middle School regarding PTO involvement. Two major themes resulted from this study. First, while research indicates that there are economic and demographic issues that may affect parental participation levels, a Central Middle School sample did not support that theory. The majority of respondents across all income levels, race, and diverse family structures (relationships to students) reported not supporting the school's PTO, but reported supporting their child's school in ways other than PTO. Second, parents were clear in stating that they are interested in their children's education, but employment obligations and the lack of time prevented them from getting more involved. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A