The school year and parents' perceptions about themselves, their children and the educational process. A longitudinal study of the parenting experience, differentiated challenges, coping strategies and relevance of family composition on parent well-being.

摘要

This study describes parent perceptions associated with a child's educational process during a school year. The parenting experience is explored through the perceptions of a group of parents---the challenges, fears, anxieties, and frustrations confronted on a daily basis, i.e., assisting with homework, attending school functions, arranging transportation to and from activities, facilitating compromise among the competing needs of other children in the household, and a myriad of other activities associated with the school year.; Relying on personal experience, subjective impressions, and objective research, this study investigates, unravels, and describes the meanings parents give to their experiences, their coping strategies, and the impact of school year and school generated decision-making policies on parent perceptions of themselves, their children, and the educational process.; A qualitative analysis was applied to multiple data collection strategies including structured and semi-structured interviews, researcher observation, and self-report measures including surveys, and parent audio-journaling. Results represent both the individual and collective parent perspectives of subjects in the study. Although generalizations are not made to a broader population, implications for teachers, educational administrators, employers, policymakers and social service providers are discussed.