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Swartzendruber, Loren E. "Increasing Mennonite parental involvement in the college choice decision." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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McAllister-Parsons, Mary. "CREATING A COLLEGE-GOING PARTNERSHIP WITH LATINA/O PARENTS AND FAMILIES OF ELEMENTARY SCHOOL STUDENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/863.
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The pursuit of higher education has become a highly desirable aspiration for many children in the United States, yet majority of these children are not provided the opportunity to make this a reality. Research reveal Students of Color and lower socio-economic status are largely under-represented in institutions of postsecondary education (Camacho Liu, 2011; Choy, 2001; U.S. Department of Education, 2001). Latina/o students, in particular, continue to experience some of the lowest levels of educational attainment in this country. Education scholars contend that a college-going culture can help counteract the educational limitations experienced by working-class, Students of Color, and especially first-generation college students. Using a participatory action research approach, this study shows how an inclusive parental engagement framework can push research forward in understanding the experiences of an educational leader and Latina/o parents. As they collaborate to co-develop strategies to support college-going practices within an elementary school, parental engagement is key. Data collected from two focus group interviews were analyzed for salient themes and findings pertaining to parental engagement and practices supporting higher educational attainment for Latina/o students. These findings indicate Latina/o parents experience an increase of knowledge regarding higher educational opportunities for their children. Furthermore, when parents gained important knowledge about postsecondary education, this resulted in additional collaborative efforts. For example, the collaborative development of a survey instrument aimed to determine the varying levels of college knowledge needs experienced by parents of elementary school aged children. The objective is to critically understand the intent of developing and implementing college-going practices by an (1) educational administrator and Latina/o parents within an elementary school.
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Bailey, Shelley Henthorne Dunn Caroline. "Parent involvement in transition planning for students with learning disabilities." Auburn, Ala., 2009. http://hdl.handle.net/10415/1985.
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Smith, Vernon Leo Stanley. "Parent Involvement Factors from the Perspectives of Academically Successful Black Male College Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6761.
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During the past two decades, concerns about Black males’ academic achievement have been a major theme in the literature devoted to education and social sciences. Despite over two decades of studies focused specifically on Black males and their academic underachievement, the achievement gap persists. According to the National Center for Educational Statistic (2006), African-American males were reported as being disproportionally negatively represented in regards to academic achievement. Some researchers suggested Black children’s underachievement might be due to the lack of parental involvement. Other studies have highlighted statements of Black males who indicated parental involvement factors that contributed to their academic success. In Howard (2014) study, Black males stated their parents contributed to their success by “staying on them” regarding schoolwork and by setting higher expectations for their academic performance. The concept of parental involvement is cultural-bound and multi-dimensional. Parental involvement is also a bi-directional process that involves school and parents. The purpose of this study was to identify the factors that described parent involvement during high school of Black male students enrolled in a four-year college, and the distribution of perceived parent involvement during high school across this population. This study employed Yan and Lin’s (2005) parent involvement during high school survey to collect data from a convenient and purposeful sample of 146 Black males enrolled in an undergraduate degree seeking-program at a university in the southern region of the United States. The data was statistically analyzed using Confirmatory Factor analysis.
The results of this study revealed the proposed hypothesized three factors model of parent involvement did not align well with the present data set. However, the individual subscale factors when analyzed in isolation, with some modifications, did align. As for the distribution of the factors, Family Norms were perceived as the most prevalent parent involvement subscale factor during high school for this particular population. Under the Family Norms factor subscale “Parent-teenager relationship” emerged as the most dominant variable, followed by “Educational expectations.” This study was significant as it highlighted and added to the knowledge relevant to successful Black males’ perceptions of parental involvement factors during their high school years. Identifying these factors can be useful toward improving graduation rates among Black males. In addition, information gathered can assist in further development of effective parent engagement school programming initiatives specific for this population.
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McCulloh, Edna E. "Parent Support and Retention of Rural First-Generation College Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3113.
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A small, private university was the focus of this study, where rural first-generation college (FGC) students withdraw at higher rates than their continuing-generation counterparts. An objective of the university leadership is to increase student retention to foster a greater likelihood of degree completion. The research problem was the inability to retain rural FGC students. The purpose of the study was to explore parental support that promoted rural FGC student retention. The research questions addressed the students' perceptions about parental support and their decisions to remain enrolled. The research methodology was a qualitative case study design. Data were collected through semi structured interviews with a purposeful sample of 12 full-time FGC students from rural residential zip codes or counties. Transcribed interviews were coded and analyzed following a combination of approaches described by Creswell and Stake. The analysis revealed 6 themes: (a) parental support, (b) extended family relationships, (c) campus connection, (d) financial support, (e) community networks, and (f) institutional support. The results suggested that parental support shaped the students' decisions to remain enrolled. Based on the findings, a parent development project was designed to help university leadership and parents of rural FGC students engage collaboratively to improve retention. This study may contribute to positive social change, in that the resulting project may improve the students' ability to persist to degree completion and potentially give back to their rural communities.
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Miller, Phyllis Zajack. "Family members' expectations for involvement with their first year college students." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086786990.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains x, 84 p.; also includes graphics Includes bibliographical references (p. 79-84). Available online via OhioLINK's ETD Center
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Swanson, Julie Anne. "Covert processes loyalty conflicts, child involvement, and parental alienation as mediators of the link between interparental conflict and college student adjustment /." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1123013692.
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Thesis (M.A.)--Miami University, Dept. of Psychology, 2005.Title from first page of PDF document. Document formatted into pages; contains [1], iv, 65 p. : ill. Includes bibliographical references (p. 38-48).
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Stack, Wendy M. "The Relationship of Parent Involvement and Student Success in GEAR UP Communities in Chicago." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1294956956.
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Hashmi, Jodut. "Examining the Role of Parent Involvement in College Access for Low-Income Students: A Mixed Methods Study of the FUEL Program." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14121779.
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In this dissertation, I examine how one college access program, Families United in Educational Leadership (FUEL), utilizes parents as a strategy to encourage college preparation among low-income students. FUEL serves 500 low-income families in seven sites around Boston by employing a savings incentive plan to help parents of high school students save up to $3,000 for their children’s college education. It also provides parents with information through monthly workshops about how they and their children can prepare for college. Research has shown that parents can play a key role in developing their children’s college aspirations, encouraging their academic preparation, providing financial resources, and accessing postsecondary supports, all of which influence college enrollment (Hossler & Gallagher, 1987; Adelman, 1999; Choy, 2002; Tierney & Auerbach, 2005; ACSFA, 2008; Hill & Tyson, 2009). Unlike FUEL, many college access initiatives do not include parents in their efforts to encourage college preparation among the students they serve (Tierney & Auerbach, 2005), and so FUEL has provided a context in which to investigate parental involvement within a college access program.
In this study, I examined 1) if and how the level of parent knowledge about college preparation changes after participating in FUEL; 2) how parents make sense of their experiences with FUEL and how they use the information learned; and 3) students’ perceptions of their parents’ involvement in FUEL. The research project took place over one academic year at Chelsea High School in Chelsea, Massachusetts. My analysis of data indicate that FUEL encouraged behavior among families to prepare for college; increased college-going expectations among parents; made the college preparation process more manageable by offering extensive and organized information about college choice and financial aid, reminders about deadlines, and recommendations for other sources of guidance; positively impacted relationships between parents and children; and created an important support structure for participating families that altered their experiences with the college preparation process. These findings demonstrate the vital role that parents play in the college preparation process and describe key strategies used by FUEL that could be replicated by other college access efforts as they aim to expand college enrollment and success for low-income students and families.
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Wartman, Katherine Lynk. "Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College." Thesis, Boston College, 2009. http://hdl.handle.net/2345/672.
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Thesis advisor: Karen D. Arnold"Parental involvement," a term long part of the K-12 lexicon is now included in the higher education vocabulary. Many college administrators today associate "parental involvement" with a certain pattern of behavior and describe the contemporary traditional-aged student-parent relationship with negative examples. Dubbed by the media as "helicopter parents," this sub-population of overly involved mothers and fathers has come to represent all parents of college students, even though these examples are largely socioeconomic class-based. This qualitative phenomenological study considered the lived experience of the relationship between working class and low-income students and their parents during the first semester of college. All students in the sample were enrolled at four-year colleges and had attended an alternative high school where parental involvement was supported and encouraged. Students (n=6) participated in three open-ended, qualitative interviews and their parents (n=7) participated in two. What constitutes "parental involvement" for working class and low-income students and parents in the context of higher education? This study found that the parents had positive, emotionally supportive relationships with their students. Students were autonomous and functionally independent, but emotionally interdependent with parents. Parents in the study did not have a direct connection to their child's college or university; students served as intermediaries in this parent-institution relationship. Therefore, this sample did not fit the current definition of parental involvement in higher education. As colleges and universities implement parent services as a reaction to the phenomenon of parental involvement, they need to consider alternative pathways for communicating with parents from lower socioeconomic groups, many of whom have not attended college
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Sayre, Jennifer L. "Understanding the First Year College Student Experience of Parental Involvement." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent147366857369904.
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Hammer, Damiana Carol. "Perceptions of appropriate parental involvement a study comparing the differing perspectives of first year college students, parents/guardians of first year college students, and faculty /." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/167.
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Xie, Ailei, and 谢爱磊. "Guanxi exclusion in rural China: parental involvement and students' college access." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329915.
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This study examines the differential patterns of access to higher education of students from rural areas in transition from a planned to a market economy. In respect to college access, the research argues that market reforms have reproduced the advantages for students from the cadre’s and the professional’s families while simultaneously creating new opportunities for the children of the new arising economic elite. Yet, it has performed less for traditional peasant families whose children still fail to gain access to college in proportions higher than the size of the population.
Based on the literature, this research places a special emphasis on how economic and cultural resources become the main influence on rural students? college access. The process dimension -- how families from different social backgrounds within rural society involve themselves in the schooling of their children and how this contributes to inequality of college access within rural society, are investigated.
This research unpacks this process by examining the school involvement experiences of parents in Zong, a county located in the province of Anhui. Parental involvement is conceptualized in terms of how economic and cultural resources are converted to social capital as part of family strategies within the increasingly stratified social context of rural China. The research identifies the consequences of activating different types of social networks within family and community, and also between family and school to facilitate this process by gaining advantages in access to college. Household interviews and field notes were used as the main methods of data collection with a range of parents and teachers involved in this ethnographic study.
The data analysis suggests that state, schools and teachers provide few formal and routine channels for rural parents to become involved in schooling. This raises the importance of family strategic initiatives to employ interpersonal social networks (guanxi) within family, community and between school and family. Parents from cadres and professional backgrounds are capable of maintaining these social networks that are useful for their children’s chances of entering higher education. Their counterparts from the new economic elites? backgrounds have developed the means to capitalize upon their families economic and cultural resources by converting them into social capital that creates advantages in college access for their children. Peasants, however, rely heavily on teachers and relatives in education and are substantially marginalized from those important interpersonal social networks of capital conversion.
Although this research found the structure constrains interpersonal social network of peasant families, it also highlights the agency of parents from different families. For example, in some cases it found, that peasants actively use their kinships to create chances for school involvement to potentially improve the chances of their children’s college access.
This research is one of the first empirical studies to inquire about the mechanism of capital conversion in affecting higher education opportunities in the post-socialist era, which will help to re-evaluate the influence of market reforms over rural education system in China.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Peters, Glori White. "Parental Involvement in the College-going Process: A Q Methodology Study." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/543.
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This study explored parent perspectives about their participation in a federal TRIO pre-college program. Specifically, parents were asked to identify the program elements that encouraged and supported their participation in the college-going process of their child in a TRIO pre-college program. Forty parents of low-income, first generation TRIO students were purposefully selected for this study because they had participated in the parent component and because their child had enrolled in college within a year of high school graduation.
Q methodology was used for this study because it is designed to address the subjective first person viewpoint. In this Q study, the forty parents were asked to sort 33 value statements according to what was most like their perspective and least like their perspective, with regard to the program elements that encouraged and supported their participation. The 33 statements were derived from the current research on parental involvement and a parent survey to produce the Q-sort. Parents were also asked to explain why they sorted the statements holding the highest and lowest positions, as they did.
Subsequently, the parents identified five particular program elements that encouraged and supported their involvement in the college-going process. These factors were named: (a) A sense of community ”village”, (b) A sense of shared accountability and increased parental self-efficacy (c) A sense of the parent and student increasing social capital, (d) A sense of program relevance and (e) A sense of having highly committed program staff.
The research findings have implications for program development, program practices, and staff training. Recommendations for future research have been included.
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Moore, Nerma Antrese. "Students' perception of parental involvement in academic achievement at a rural community college." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-12082008-161454.
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Cruz, Anthony. "The Relationship Between Parental Involvement and the Persistence of First-Generation Hispanic Millennial College Students." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/563.
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This dissertation was undertaken to answer the following research question: What is the relationship between parental involvement and college generation status with the persistence of Hispanic Millennial college students? Social capital theory (Coleman, 1988) was used as a theoretical framework to analyze and gain a greater understanding of the factors that correlated with the persistence of first-generation Hispanic Millennial college students. This dissertation used an ex post facto with hypothesis research design. The research hypothesis was that parental involvement would be positively related with the second-year persistence of first-generation Hispanic Millennial college students.
This dissertation used the data collected from 1179 Hispanic students who participated in the ELS: 2002 and enrolled in college. Logistic regression analysis of data from 972 of the students with completed surveys were used to examine the relationship between the dependent variable, which was student persistence to the second year, and the following independent variables: socio-economic status, family income, high school grade point average, gender, financial aid, highest degree ever expected, academic engagement, social engagement, college generation, and parental involvement.
This dissertation’s findings show that parental involvement was not statistically associated with persistence to the second year of college, but that high school grade point average, highest degree expected, academic engagement, and the interaction between parental involvement and college generation were. While the findings do not support the hypothesis, they provide some evidence that may be supportive of the argument that recommendations that may affect degree expectations, high school GPA, and academic engagement of first generation Hispanic Millennial college students may be positively related to their college persistence.
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Pagliarulo, Graziella Michele. "The influence of parental involvement on the educational aspirations of first-generation college students." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1513.
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Thesis (M.A.) -- University of Maryland, College Park, 2004.Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Clark, Sarah Whitmire. "Predicting Depression Symptoms Among College Students: The Influence of Parenting Style." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3724.
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This study examined parenting style variables in predicting college students’ depression symptoms. Participants were 989 college students who participated in the first wave of the Spit for Science project (Dick et al., 2011). This study described the prevalence of depression symptoms, including the percentage of the sample endorsing various depression symptoms, and the frequency depression scores were elevated at multiple time points. A hierarchical multiple regression was conducted to examine whether two dimensions of parenting style, Autonomy Granting and Parental Involvement, would interact in predicting depression symptoms in the Junior year. The present study demonstrates that parenting style predicts a small but significant amount of variance in depression symptoms, after controlling for demographic characteristics, and these variables interact in producing their effect. Overall, findings suggest that depression symptoms are common and parenting style is relevant in understanding such symptoms.
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Lambert, Ainsley E. "Applying & Deciding: Students' Perceptions of the Role of Parents and Schools in the College Enrollment Process." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377865780.
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Brasier, Terry Gale. "The Effects of Parental Involvement on Students' Eighth and Tenth Grade College Aspirations: A Comparative Analysis." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-01152008-152426/.
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Following scholarly calls (e.g., Crosnoe, 2001; Perna & Titus, 2005) for studies related to studentsâ academic trajectories, the purpose of this study was to examine whether the relationship between studentsâ college aspirations and parental involvement differs between the eighth grade and tenth grade years, two critical time periods during which students typically initiate and subsequently reassess future college plans. Utilizing base-year and first follow-up data from the restricted-use version of the National Educational Longitudinal Survey (NELS: 88/90), results from fixed-effects logistic regression analyses indicated that parental involvement has a significant positive effect on the likelihood of students having high college aspirations (desire to finish college) during both the eighth and tenth grade years. Additionally, a cross-model hypothesis test indicated that the magnitude of the relationship between students' college aspirations and parental involvement is significantly weaker during the tenth grade year. In conclusion, findings from this study provide statistical support for previous claims that the relationship between college aspirations and parental involvement weakens as students ascend through the educational pipeline. Results from this study imply that scholars should view the relationship between studentsâ college aspirations and parental involvement as dynamic, rather than static, as students ascend through the secondary school grades and, coincidentally, the student college choice process. Additionally, this studyâs findings imply that future revisions to federal, state, and school-level parental involvement policies such as Section 1118 of the No Child Left Behind Act of 2001 should emphasize proactive forms of parental involvement (e.g., participation in school activities, school-related discussions with students), in addition to motivational forms of parental involvement (e.g., expressed levels of encouragement and expectations for educational attainment), throughout the secondary school years.
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Swanson, Julie A. "COVERT PROCESSES: LOYALTY CONFLICTS, CHILD INVOLVEMENT, AND PARENTAL ALIENATION AS MEDIATORS OF THE LINK BETWEEN INTERPARENTAL CONFLICT AND COLLEGE STUDENT ADJUSTMENT." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123013692.
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Kim, Sanga. "Asian American students’ academic achievement: reassessing early childhood and college." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6448.
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Between 2000 and 2010, the Asian population within the U.S. increased more than four times faster than the total U.S. population. Accordingly, school-aged immigrant children from Asia constitute a sizeable portion of the U.S.’s student population. The percentage of students enrolled in elementary and secondary public schools who are Asian/Pacific Islander is projected to increase from 2.6 to 3.1 million between 2014 and 2025, and will account for 6 percent of total enrollment by 2025. Asian American youth have shown distinct characteristics among other racial minority groups in the U.S. Compared to their White and Black counterparts, Asian American students perform better in secondary education and have higher college admission test scores. In addition to educational success in secondary education, Asian Americans also tend to enroll in college at higher rates, and are more likely to attend highly selective four-year colleges compared to other racial minority groups. Although the research on Asian American students’ educational success in secondary education and transition to college is well-established, neither their experiences in the early stages of schooling or in higher education have been investigated in depth, which leads to a general misunderstanding of Asian American students and their educational outcomes.
For the children of immigrant parents, early childhood is the most important period for adjustment, providing opportunities to prepare socially, psychologically, and intellectually for formal institutional settings. Despite this, researchers have paid relatively little attention to the educational experiences of young Asian American students and their families. Research on Asian American college students is equally important, with some social scientists reporting that the educational success of Asian Americans in secondary education is not necessarily maintained through higher education. Research on these two stages of education will help us better understand the educational attainment of Asian American students in terms of life course perspectives.
In order to address the evident gaps in research, I have chosen to investigate the relationship between parents’ race/ethnicity and parental involvement in pre-secondary education, as well as the association between students’ race/ethnicity and educational experiences in post-secondary education, focusing primarily on Asian American students. In the first study, I examine how the race/ethnicity of parents with first grade children contributes to parental involvement within school and outside of school, after controlling for potential confounding factors at both the child and parent level. I further explore whether parents’ socioeconomic status (SES) influences the parental involvement of Asian parents. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K:2011) data, I employ ordinary least squared (OLS) regression to examine the extent to which parent’s race/ethnicity or SES (within-race/ethnicity analysis) predict parental involvement in their children’s educational activities, in school and outside of school. To adjust for weighting and design effects in the data set, I used the specific first grade weights designed for each teacher, parent, or school administrator response in 2010-2011 cohorts, respectively. I found that while Asian parents had significantly lower participation in school-based parental activities compared to White parents, such parents tended to participate more heavily in their children’s educational activities outside of school. Within-race/ethnicity analysis for Asian parents, I found an overall positive effect of SES on parental involvement both in school and outside of school. Interestingly, the determinants of parental involvement changed depending upon the types of parental involvement.
In the second study, I analyze the 2016 Student Experience in the Research University (SERU), a multi-institutional data set, to examine the relationship between students’ race/ethnicity and college outcomes, as well as the extent to which students’ college experiences and perceptions mediate this relationship. I found that Asian American college students had a lower college GPA, as well as lower scores in self-assessment of gains in critical thinking and communication skills, compared to their White peers. Students’ academic engagement and perceptions of how well they belonged accounted for the largest share of the relationship between students’ race/ethnicity and college outcomes. I further explore how parental education, as a proxy of parents’ SES, influences the college outcomes of Asian American college students. I found that Asian American students with parents who did not attend any college had higher GPAs than those Asian American students with parents who both earned four-year degrees. However, Asian American students with parents who did not attend any college had lower scores in self-evaluation of gains in critical thinking and communication skills than those with parents who both earned four-year degrees.
This dissertation contributes to the existing literature on Asian American studies and higher education by pushing the boundaries of sociological knowledge of the experiences of Asian American students in U.S. schools. Focusing on the influence of race/ethnicity and family background from the early years to the post-secondary level, this research provides a rich and far more comprehensive understanding of immigrant success than is currently available in the literature. Given the statistical evidence of higher educational attainment among Asian American students, many policy makers view Asian American students and their families as members of a model minority; researchers typically describe these individuals as successfully overcoming some racial minority status, and wrongly assume that they do not need to receive specific policy or program support. These perspectives imply that Asian American students are a homogeneous racial group. In response, my dissertation attempts to reveal the disadvantages of those Asian American parents who struggle to involve themselves in their children’s school-based activities, as well as how SES can impact parent involvement among these Asian parents. My dissertation also attempts to highlight the fact that success in secondary education for Asian Americans does not necessarily lead to successful college outcomes. These findings indicate that Asian American students and their families have been misunderstood and misrepresented, particularly with regard to the early stages of schooling, as well as higher education. My dissertation seeks to inform policy for those programs targeting disadvantaged racial minority students. Educational institutions, for instance, could design policy interventions for those racial minority parents with children in pre-secondary education wanting to involve themselves more heavily in their children’s school-based activities. Postsecondary educators might also be able to more effectively foster the academic success of their students (specifically Asian Americans) by increasing their awareness of their students’ particular immigrant and family backgrounds.
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Silva, Ana Carolina. "The Role Of Parental Involvement In Minority Students' Access To College Preparatory Programs - An Investigation In The Trio Upward Bound Program." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751827.
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The purpose of this study was to better understand the impact of parental involvement as minority students access information while preparing for college. Two qualitative questions formed the foundation of this study: 1. How does parental involvement contribute to minority students’ access to TRIO? 2. What roles do minority parents play in their children’s education while they are enrolled in TRIO? Participants of this study were minority parents whose children were enrolled in TRIO. In total, 9 minority parents participated in this study – 67% Hispanic, 22% Pacific-Islanders, and 11% Native-American. To collect data a semi-structured interview was used; interviews were face-to-face and lasting approximately one hour. Three themes emerged from participants’ interview: 1) passive parental involvement; 2) the impact of TRIO, and 3) active parental involvement. Examples and a further explanation of each theme are described in the results chapter of this thesis.
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Kariuki, Annie Mbaire. "The Characteristics of School Culture that Influence College-Going Rate for High School Graduates in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/2005.
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The purpose of this study was to explore the characteristics of school culture that influenced college-going rates for high school graduates in northeast Tennessee. The study involved one-toone interviews with selected high school teachers and principals. Six high schools in northeast Tennessee were used in the study.
The significance of this study was to generate a grounded theory that could be used to explain the characteristics of school cultures that were effective in supporting students' college-going rates. This knowledge could be used to inform high school principals, school boards, state legislatures and other government bodies, and colleges and universities.
Findings in this study indicated that effective schools needed to establish a school culture that exhibited 5 major characteristics. These major characteristics helped schools improve students' performance, they helped improve students attendance rate and reduced students' drop-out rate, and they improved student college-going rate. The 5 characteristics were: (a) communicating high expectations to all stakeholders, (b) building a strong learning community, (c) promoting positive partnership with parents in the education of their children, (d) establishing partnership with local industries, colleges, and universities, and (e) focusing on students' ownership of their learning, students' performance, and students' continuation to higher education.
The conclusion made from this study was that communicating high expectations for stakeholders needed to be combined with support for stakeholders, especially for teachers and students, in order to maximize their potential to achieve high goals. Successful schools also needed to establish knowledge base for a community of learners. The learning community would encompass those areas that made the most impact on students' learning. These were: (1) knowledge supporting growth for the corporate faculty, (2) knowledge supporting growth and orientation of new teachers, and (3) knowledge supporting positive partnership with parents in the education of their children. Parental involvement in the education of their children played a major role in improving students' attendance rate; reducing the drop-out rate, and supporting students' college-going rates.
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Mena, Dolores DeHaro. "Beyond deficit views of low-income Mexican-descent families : exploring variation in Mexican-descent high school students' and parents' aspirations and expectations, educational involvement practices, and college knowledge /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2005. http://uclibs.org/PID/11984.
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Asimou, Holly M. "THE EXPERIENCE OF SENIOR STUDENT AFFAIRS ADMINISTRATORS MAKING PARENTAL NOTIFICATION DECISIONS ABOUT DISTURBED AND DISTURBED/DISTURBING STUDENTS." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1383315969.
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Ramsey, Ieesha O. "Creating College-Going Cultures for our Children: Narratives of TRIO Upward Bound Program Alumni." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1572615075577603.
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"Local Family Connection and Support through the First Semester of College." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53521.
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abstract: The transition process from high school to college can be filled with many rewards and challenges not only for students, but also for their families. As institutions have continued to evolve to support student success and retention, many universities have added or expanded parent and family program offices. While universities continue to work collaboratively with families promote student success, it is important to understand the how the needs of families may vary. One area to explore is the proximity of students to their family members and how distance may impact the transition for both students and families. A perceived problem in this study was that family members of local students were not as engaged as family members who lived outside the local area. The purpose of this action research study was to better understand and enhance the experience of local families as their students transitioned from high school to college. The study and innovation were grounded in two theoretical frameworks: funds of knowledge and Schlossberg’s transition theory. The innovation developed based upon learnings from these theoretical frameworks included four elements: (a) a family guide, (b) family newsletters, (c) an online family video series, and (d) an updated parent and family website. The study was a mixed methods action research study conducted over the course of one semester. Quantitative data was collected through the use of a presurvey at the start of the academic year and a postsurvey as the semester completed. Qualitative data was collected through individual interviews with local family members. The results of this study indicated that families who participated in at least one element of the innovation reported more knowledge of campus resources, felt more supported by the institution, and were confident in their ability to assist their student in the transition to college. Additionally, implications for practice and areas for future research were explored.Dissertation/Thesis
Doctoral Dissertation Higher and Postsecondary Education 2019
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Johnson, O'Rita G. "The Impact of Parent Involvement on High-Achieving Females' Mathemmatics Performance and Decision to Major in Science, Technology, Engineering and Mathematics." Thesis, 2019. https://doi.org/10.7916/d8-bqqp-yg29.
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Female students continue to lag behind their male counterparts in STEM degree attainment despite performing as well as boys in mathematics and science in high school. Female students who expressed interest in mathematics and science may opt out of majoring in STEM once in college. Given that women may not be perceived as mathematics doers, this perception may affect their decision to pursue STEM careers. In many instances, it is the parents’ encouragement that helps their children to be persistent in mathematics and science. It is important to understand how parents’ involvement in the lives of high-achieving female college students contribute to them persisting and belonging in the STEM domain.
In this narrative study, I explored parental influence on mathematics performance, self-efficacy and the factors that may contribute to high-achieving female college students’ interest and persistence in the STEM domain. The participants are eight high-achieving female students from an urban community college who are matriculated STEM majors. This study used Eccles et al.’s (1994) Expectancy-Value Theoretical Model of Achievement Choices and Phelan, Davidson & Yu’s (1998) Multiple Worlds Model to explore parent involvement and the factors that contribute to high-achieving college female’ persistence in STEM. Narratives of the female students’ mathematics experiences were constructed from data collected through multiple sources: student interviews, a parent interview, mathematics autobiographies, and questionnaires.
Findings indicate that parents and other family members played an integral role in the students’ mathematics performance, mathematics self-efficacy and persistence in STEM. Furthermore, the depth of parental involvement of several of the participants was consistent throughout their college years.
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King, Shireen Powell. "Expected and actual parental involvement during the college years perceptions of parents and students /." 2007. http://purl.galileo.usg.edu/uga%5Fetd/king%5Fshireen%5Fp%5F200708%5Fphd.
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"Latino parents' perceptions of their involvement in their children's secondary education and the college preparation process." PEPPERDINE UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3352203.
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"Factors that promote or inhibit the involvement of African American parents in a community college early childhood education program." UNIVERSITY OF SOUTHERN CALIFORNIA, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3355453.
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Matos, Jennifer MD. "Fulfilling Their Dreams: Latina/o College Student Narratives on the Impact of Parental Involvement on Their Academic Engagement." 2011. https://scholarworks.umass.edu/open_access_dissertations/398.
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The construction of parental involvement as it was introduced into American schools over 90 years ago marginalizes Latina/o students and families. While research exists on the positive impact of Latina/o parental involvement as well as cultural parenting practices unique to Latina/o culture that foster academic success, much remains to be learned. What teachers and administrators in K-12 and higher education settings have not yet widely considered are how Latina/o students bring with them six forms of cultural capital transmitted to them via their parents to persist in hostile environments such as predominantly White institutions (PWIs). This qualitative study addresses what can be done to accommodate and support a growing Latina/o population by amplifying student narratives on how, and under what circumstances they employ each of the six forms of capital. The findings reflect my research with 37 Latina/o college students at different types of higher education institutions (a selective all-women’s college, a large co-educational University, and a community college) to examine how students: describe and interpret parental involvement, employ cultural messages regarding education, and how they utilize cultural capital to persist at these PWIs. This study has implications for policy and practice for teachers and administrators in K-12 and higher education settings. It challenges these institutions to adopt asset-based approaches that propose to work with whole Latina/o families to support the whole Latina/o student. Findings from this study also provide recommendations for how Latina/o students can take active roles in advocating for themselves in higher education.
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Matos, Jennifer M. D. "Fulfilling Their Dreams: Latina/o College Student Narratives on the Impact of Parental Involvement on Their Academic Engagement." 2011. https://scholarworks.umass.edu/dissertations/AAI3465047.
Full textAbstract:
The construction of parental involvement as it was introduced into American schools over 90 years ago marginalizes Latina/o students and families. While research exists on the positive impact of Latina/o parental involvement as well as cultural parenting practices unique to Latina/o culture that foster academic success, much remains to be learned. What teachers and administrators in K-12 and higher education settings have not yet widely considered are how Latina/o students bring with them six forms of cultural capital transmitted to them via their parents to persist in hostile environments such as predominantly White institutions (PWIs). This qualitative study addresses what can be done to accommodate and support a growing Latina/o population by amplifying student narratives on how, and under what circumstances they employ each of the six forms of capital. The findings reflect my research with 37 Latina/o college students at different types of higher education institutions (a selective all-women's college, a large co-educational University, and a community college) to examine how students: describe and interpret parental involvement, employ cultural messages regarding education, and how they utilize cultural capital to persist at these PWIs. This study has implications for policy and practice for teachers and administrators in K-12 and higher education settings. It challenges these institutions to adopt asset-based approaches that propose to work with whole Latina/o families to support the whole Latina/o student. Findings from this study also provide recommendations for how Latina/o students can take active roles in advocating for themselves in higher education.