Lessons learned from low-socioeconomic-status parents with high-achieving elementary school students about parental involvement.

摘要

The primary purpose of the study was to investigate how low-socioeconomic-status (SES) parents of high-achieving elementary school students describe the experience of parental involvement. Underachievement represents a challenge with which parents, students, and school officials have to contend in the United States. Research has shown that parents can have a positive impact on achievement when they are involved in their children's education.This study used a qualitative research methodology and was carried out using a case study method. Eleven low-SES parents of high-achieving students were interviewed and asked to describe their experience of parental involvement. Participants described the experience of parental involvement as a phenomenon with three specific features: establishing/defining role as parent, forging and developing relationships, and coping with obstacles and identifying catalysts to academic success.