FOSTERING PARENTAL INVOLVEMENT: A CRITICAL ACTION RESEARCH STUDY OF TITLE I PARENTS' PARTICIPATION IN PUBLIC ELEMENTARY SCHOOLS
Open Access
- Author:
- Piekarski Loughlin, Jodi
- Graduate Program:
- Adult Education
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- February 25, 2008
- Committee Members:
- Edward W Taylor, Committee Chair/Co-Chair
Daniele D Flannery, Committee Member
Jane B Keat, Committee Member
William R Freed, Committee Member - Keywords:
- critical action research
parent participation
Title I
parental involvement
parent involvement
elementary school - Abstract:
- ABSTRACT This qualitative action research study used a critical perspective to explore Title I parents’ perceptions of parental involvement in public schools and to foster awareness among Title I parents about individual and societal factors that influence parental involvement in school sponsored activities. The study looked specifically at Title I parents’ perceptions of parental involvement at a public elementary school. The theoretical framework of critical theory provided the lens for which this study was guided. Semi-structured interviews, group discussions, and monthly meetings were used to learn Title I parents’ perspectives about their participation in parental involvement activities and to support their decision in raising their own awareness about their existing roles at the school. Several findings emerged from this study which explored Title I parents’ perceptions about their involvement and also their awareness of individual and social factors hindering their involvement. The four findings that emerged from parents’ interviews and group discussions include: 1) parents’ desire to understand the Title I program at their school; 2) parents’ desire for increased personal communication between home and school; 3) parents’ perceptions of involvement; and 4) parents’ identified barriers to involvement. Additional findings include: parents’ role in planning a Title I program; parents’ active participation with homework; parents’ involvement in nonschool sponsored activities; and how an unwelcoming atmosphere at the school affects parent participation. Based on these findings, implications for practice and recommendations for future research are discussed in the following fields: elementary education and adult education.