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ERIC Number: ED534756
Record Type: Non-Journal
Publication Date: 2011
Pages: 134
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2670-0133-7
ISSN: N/A
Parental Involvement and Educational Performance: The Perceptions of Parents in an Urban Elementary School
Allen, Arlene Michelle
ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University
Students are failing and stakeholders are having difficulty identifying exactly what is leading to this failure; in urban schools there is the problem of lack of or little parental involvement which makes the problem of failure of our children more adverse and there is also only a limited amount of research that has focused on gaining an understanding of parental involvement from parents' perspectives. A modified survey based on Epstein's (1995) Framework of Six Dimensions of Parental Involvement was used to compare parental involvement among 171 parents (Special Education, General Education, English Language Learners, Gifted and Talented) with children in elementary school in third to fifth grade of one elementary school in Queens, New York City. This was done to determine whether there are differences in parental involvement across the four groups and whether relationships exist among the different background factors and educational performance as reported by parents in an urban school serving students with different ethnic backgrounds. Data were analyzed using one way ANOVA, Tukey HSD, correlational analysis, and multiple regressions. While it was clear that parental involvement matters, and that parental involvement can have a significant positive impact, important questions remain. Specifically, we need to better understand what motivates parental involvement in urban public schools and more clearly establish the extent to which such involvement increases social inequalities or, conversely, benefits all children in a school. Researchers can also learn from immigrants and minority families and youth how individuals succeed in light of great obstacles. Most studies consider minority and immigrant status as liabilities to overcome, but it is likely that there are benefits to minority and immigrant parental group membership which can impact their children's educational performance. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York