Parent Perceptions of Parental Involvement in a Mid-South Suburban School District

This study examined the perceptions of parents on their role in involvement in their children\u27s education and determined if there was a difference in parents\u27 perception of parental engagement based on ethnicity. The data used in this study was taken in 2013 from a sample of parents of elementary (K - 5) and secondary (6 - 12) students in a mid-south suburban school district that consist of rural, urban and suburban schools. The following questions were researched in the dissertation: 1) What role does a parent\u27s perception of child rearing values, goals, and expectations have when considering academic norms at school?; 2) What role does parent\u27s reported actions and behaviors have in a child\u27s day-to-day education?; 3) What role does parent\u27s reported actions and behaviors related to major educational decisions have in the child\u27s education?; and 4) Is there a significant difference in parents\u27 perception of parental engagement based on ethnicity on the 33 individual items and across the four constructs? The responses to survey questions provided the answers for the research questions. Size of measurement and exploration of relationships through descriptive research, correlation research and group comparisons are emphasized in a quantitative viewpoint. Findings in this study are consistent with the argument that many parents are involved effectively in their children\u27s education despite the consequences of cultural backgrounds and family circumstances. There is not a statistically significant difference found in parents\u27 perception of parental involvement based on ethnicity on the 33 individual items and across the four constructs in the majority of the respondents. Considerable effort must be made to involve parents in their children\u27s schooling, however; to best achieve this task, practitioners must explore parents\u27 current understanding of parental involvement, how parents view what actions they are to take in regards to involvement and what are the expectations and perceived indicators of success of desired outcomes for that involvement. Further, practitioners should make the effort to understand the parents that they serve and convey to them that their opinions or suggestions are desired and important. To achieve such a phenomenon, parents must feel welcomed and valued as equal participants in their child\u27s education