Parental involvement and academic achievement in elementary school: A case study

ABSTRACT

Parental involvement has been strongly associated with improved educational outcomes for elementary school-aged children. Regardless, parental involvement has been lacking in many school districts, though the causes of reduced involvement remain understudied. The purpose of this qualitative case study was to investigate the reasons for the decline in parental participation and explore parents' perspectives of parental involvement with their children's academic success in an elementary school in southern California. Using Bronfenbrenner's bioecological theory and Epstein's overlapping spheres theory as the theoretical framework for this study, this study focused on a two research questions exploring the perspectives of parent's involvement and its impact on a child's academic success and identifying effective strategies an elementary school can implement to enhance parental support. A purposive sample of 16 parents, guardians, foster parents, grandparents, and relatives that function as parents with at least one kindergarten to a fifth-grade level child studying in an elementary school in southern California were interviewed. Findings revealed that parents believed the home and school environments served as the immediate setting where the child's educational development occurs. However, parents' commitment to their jobs and relationships hindered their ability to be involved in their child's education. Further, participants believed schools effectively communicated with parents to help them be involved in their child's education. However, recommended that schools further enhance parental involvement through promoting parents' stronger presence in the school community. Findings highlighted the challenges that parental figures face in supporting their children with their education. These important insights may be beneficial in a post-COVID-19 reality, as parents face the novel responsibilities of acting as a parent and teacher. Future research should focus on students' perspectives, or a mixed methods approach to fully explore this phenomenon. (PsycInfo Database Record (c) 2022 APA, all rights reserved)