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Factors affecting parental involvement

1 Parents not being interested

There are many family environment factors that influence the literacy achievement of young children. Blanden (2006) pointed out that high attainments were strongly associated with parents’ interest in their children’s education. Similarly, Harris and Goodall (2007) noted that the lack of parents’ interest in schools and coming into schools comprises a barrier.  Although it is possible to be tempting to blame the lack of interest in children’s education on parents, there are some other factors that obstruct parents’ involvement in learning (Wheeler, Connor with Goodwin, 2009). These factors are related to the strength of family and background characteristics of children (Sammons, Elliot, Sylva, Melhuish, Siraj-Blatchford and Taggart, 2004) can impact on academic and literacy achievement.

2 SES (socioeconomic status)

Usually, the SES of a family is associated to the quality of parental involvement.  The relation between poverty and literacy learning comprises an issue that accepted significant attention from researchers (Feiler, 2003). The educational performance of children is linked to the SES of the family (Feinstein, 2003). In the other words, children from poorer backgrounds tend to have poor academic performance.

Low income may influence the effectiveness of parental role (Desforges with Abouchaar, 2003). Fathers with high level of SES status are more likely to have the ability to boost the environment of a child’s development than fathers with low level of SES (Nettle, 2008).  Sacker, Schoon and Bartley (2002) claimed that low SES of a family related both to material deprivation and negative attitudes towards education. In addition, differences in the amount of literacy teaching materials and activities that are provided by parents at home were indicated between middle and working class families (Stuart, Dixon, Masterson and Quinlan, 1998). Furthermore, the lack of money can prevent children from participating in extra-curricular activities that may help them to be included in regular curriculum (Arnold, 2007a). There is also the tendency for children from low SES families to attend schools with low SES average and this may comprise a barrier for children and their families to reach their potential (OECD 2003 cited in Harris and Goodall, 2007, p. 26-27).

3 Cultural background and language

The cultural background influences the partnership between home and school.  Some parents from minority ethnic groups are not involved with their children’s learning in preschools settings (Wheeler, Connor with Goodwin, 2006) and use less available support services (Wheeler, Connor with Goodwin, 2009). Children from these groups and aged between 3 and 4 years old may not attend nursery school (Wheeler, Connor with Goodwin, 2009). This may be due to language being a barrier since English comprises an additional language for the parents from minority ethnic groups (Siraj- Blatchford, 2004; Wheeler and Connor, 2006a; Feiler and Logan, 2007; Harris and Goodall, 2007; Tait, 2007). Parents reported that language is an obstacle for them and prevents them from developing a discussion with their children’s teachers (Harris and Goodall, 2007). In addition, parents may originate from different cultures where parents may not be expected to take an active role in their child’s learning or use of educational services (Katz, La Placa and Hunter, 2007).

Also, parents who did not attend a British educational system when they were young may feel uninformed about the educational system and may not feel sure that it will assist their children (Draper and Duffy, 2006; Harris and Goodall, 2007). Finally, parents from minority ethnic groups have a greater tendency to be unemployed or low-paid and fathers of these groups are more likely to work many and irregular hours (Wheeler, Connor with Goodwin, 2009). However, a study based on parents’ opinions from various ethnic groups in England indicated that black and Asian parents posed the value of education extremely high and were very concerned about the future of their children (Barn, Ladino, and Rogers, 2006). Furthermore, a survey conducted in 2007 demonstrated that parents from black and Asian communities were less likely to express that a child’s education was the school’s responsibility than the white parents (Peters, Seeds, Goldstein and Coleman, 2008). Based on the same survey, non-white parents are more engaged to their children’s school activities (Peters, et al., 2008).

4 Parent’s education and occupation

The low educational level of parents may prevent parental involvement in learning (Wheeler, Connor with Goodwin, 2009). Parents may feel little confidence and lack of self-efficacy to deal with their children’s education due to their low educational level (Desforges with Abouchaar, 2003; Harris and Goodall, 2007). Mother’s high education plays a positive role in the cognitive development of a child (Sammons, et al., 2004). Also, the educational level of mothers has a significant influence on the literacy attainment of 5 years old children (Melhuish, E.C., Phan, M.B., Sylva, K., Sammons, P., Siraj-Blatchford, I. and Taggart, B, 2008). Siraj- Blatchford (2004) considered that a child was disadvantaged when his/her mother didn’t have educational qualifications. Parents’ non-manual and managerial occupation is linked to important higher attainment levels of children (Sammons et al., 2004; Nettle, 2008). In particular, father’s occupation and skills can have an effect on children’s development. Siraj- Blatchford (2004) considered that a child was disadvantaged when his/her father was semi-skilled, unskilled or never has worked.

5 Gender differences

It is likely that parental involvement depends on the gender of young children.  Effective Provision of Pre-School Education (EPPE) research indicated that more parents with young girls stated that were engaged in learning activities at home than those with young boys; therefore young girls were more likely to have advantage of this positive HLE than boys (Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. and Taggart, B., 2004).

6 Working parents

Parents in the new family structure devote a growing number of hours in their workplace and thus reduce the number of hours they spend with their children (Hornby, 2011). According to Peters et al. (2008) survey, parents believed that mostly work commitments (44%) could prevent them from getting involved in their child’s school life. A minority of parents mentioned the demands of other children or childcare issues (7%) and lack of time generally (6%) as impediments to their involvement (Peters, et al., 2008). According to Moon and Ivins (2004) survey, 53% of parents reported that work commitments could be an obstacle for them, 8% of parents reported the lack of time and 7% of parents reported childcare issues.

Also, the stress from work can influence the effectiveness of parental involvement (Desforges with Abouchaar, 2003). However, children of full-time working mothers demonstrated greater attainment levels than children whose mother’s did not work (Sammons et al., 2004). Siraj- Blatchford (2004) claimed that it is a disadvantage for the child when one parent was unemployed.

7 Parent and Teacher attitudes

Parents’ and teachers’ attitudes and their relationships can prevent parental involvement. Some parents believe that their children’s education is the school’s responsibility; consequently it may prevent parental involvement in learning  (Wheeler, Connor with Goodwin, 2009). Also, the absence of quality in the relationship between parent and practitioner may constitute a barrier for young children’s learning (Wheeler, Connor with Goodwin, 2006). Furthermore, the lack of confidence from the side of parents to deal with teachers and the school environment can prevent their involvement in the education of their children, their attendance to school meetings or social events (Arnold, 2007a; Harris and Goodall, 2007; Feiler, 2010). Finally, some parents may feel unwelcome, uncomfortable and that are not taken into account in school settings (Desforges with Abouchaar, 2003; Harris and Goodall, 2007).

8 Father’s involvement

Although the role of a father in children’s education is crucial and strongly associated with positive outcomes (DCSF, 2008b), fathers are involved in their children’s literacy less than mothers (Clark, 2009).  Father’s involvement in young children’s education might be mainly affected by long hours of work (Clark, 2009; Wheeler, Connor with Goodwin, 2009). Also, barriers to fathering engagement in their children’s education include some traditional gender role beliefs in which fathers are economic providers and mothers are caregivers (Clark, 2009; Wheeler, Connor with Goodwin, 2009). In under fives centers there are many women and for this reason some fathers feel uncomfortable in the school environment (Katz, La Placa and Hunter, 2007; Wheeler, Connor with Goodwin, 2009).

9 Other factors

Big families with three or more children comprise a barrier to achievement and development of children (Siraj- Blatchford, 2004; Nettle, 2008). The young mother aged between 13 and 17 years old at birth of the child constitute an obstacle to achievement (Siraj- Blatchford, 2004). Furthermore, the single parent family (Desforges with Abouchaar, 2003) and the absence of father  (Siraj- Blatchford, 2004) comprise a barrier to achievement. The research outcomes demonstrated that lone parents feel less confidence dealing with teachers (Peters, et al., 2008). Any form of disease or disability within the family can prevent the active involvement in children’s education (Desforges with Abouchaar, 2003).

Other determinant factors that may prevent or limit parental involvement may be racist discrimination applied by some people in authority positions (Arnold, 2007a). Draper and Duffy (2006) also highlight that the lack of crèche provision may prevent the parental participation in workshops or events organized by the school. Parents’ negative memories of school (Harris and Goodall, 2007) and lack of understanding of aspects of the curriculum may also negatively influence parenting (Draper and Duffy, 2006). Finally, parental aspirations and expectations have a strong 
impact on children’s educational achievement (Desforges with Abouchaar, 2003; Gutman and Akerman, 2008).

Stamatia Ntomata

August 2012

References:

Arnold, C. (2007a) ‘Persistence Pays Off: Working with Parents Who Find Our Services ‘Hard to Reach’.’ in Whalley, M. and the Pen Green Team (2nd ed.) Involving Parents in their Children’s Learning. London: Paul Chapman Publishing. pp. 86-104

Barn, R., Ladino, C. and Rogers, B. (2006) Parenting in multi-racial in Britain. London: National Children’s Bureau.

Blanden, J. (2006) ‘Bucking the trend’: What enables those who are disadvantaged in childhood to succeed later in life?. London: Department for Work and Pensions.

Clark, C. (2009) Why Fathers Matter to their Children’s Literacy. London: National Literacy Trust.

Department for Children, Schools and Families (DCSF) (2008b) The Impact of Parental Involvement on Children’s Education. Nottingham: DCSF.

Desforges, C. with Abouchaar, A. (2003) The Impact of Parental Involvement, Parental Support and Family Education on Pupil achievements and adjustment: A Literature Review. London: DfES.

Draper, L. and Duffy, B. (2006) ΄Working with Parents.’ in Pugh, G. and Duffy, B. (4^th ed.) Contemporary Issues in the Early Years. London: Sage. pp. 151-162

Feiler, A. (2003) A home visiting project for Reception children predicted to experience literacy difficulties. British Journal of Special Education, 30(3): 156-162

Feiler, A. (2010) Engaging ‘Hard to Reach’ Parents: Teacher-Parent Collaboration to Promote Children’s Learning. West Sussex: Wiley-Blackwell.

Feiler, A. and Logan, E. (2007) The Literacy Early Action Project (LEAP): exploring factors underpinning progress with literacy for a child in his first year of school. British Journal of Special Education, 34(3): 162-169

Feinstein, L. (2003) Inequality in the Early Cognitive Development of British Children in the 1970 Cohort. Economica, 70(277): 73-97

Gutman, L.M. and Akerman, R. (2008) Determinants of Aspirations Centre for Research on the Wider Benefits of Learning Research Report. London: Institute of Education.

Harris, A. and Goodall, J. (2007) Engaging Parents in Raising Achievement Do Parents Know They Matter? A research project commissioned by the Specialist Schools and Academies Trust. UK: DCSF.

Hornby, G. (2011) Parental Involvement in Childhood Education: Building Effective School- Family Partnerships. New York: Springer.

Katz, I., La Placa, V. and Hunter, S. (2007) Barriers to inclusion and successful engagement of parents in mainstream services. York: Joseph Rowntree Foundation

Melhuish, E.C., Phan, M.B., Sylva, K., Sammons, P., Siraj-Blatchford, I. and Taggart, B. (2008) Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School. Journal of Social Issues, 64(1): 95-114

Moon, N. and Ivins, C. (2004) Parental Involvement in Children’s Education. Nottingham: DfES.

Nettle, D. (2008) Why do some dads get more involved than others? Evidence from a large British cohort. Evolution and Human Behavior, 29: 416-423

Peters, M., Seeds, K., Goldstein, A. and Coleman, N. (2008) Parental Involvement in Children’s Education 2007. London: DCSF.

Sacker, A., Schoon, I. and Bartley, M. (2002) Social inequality in educational achievement and psychosocial adjustment throughout childhood: magnitude and mechanisms. Social Science & Medicine, 55(5): 863-880

Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj-Blatchford, I. and Taggart, B. (2004) The impact of pre-school on young children’s cognitive attainments at entry to reception.  British Educational Research Journal, 30(5): 691-712

Siraj-Blatchford, I. (2004) Educational disadvantage in the early years: How do we overcome it? Some lessons from research. European Early Childhood Education Research Journal, 12(2): 5-20

Stuart, M., Dixon, M., Masterson, J. and Quinlan, P. (1998) Learning to read at home and at school. British Journal of Educational Psychology, 68(1): 3-14

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. and Taggart, B. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Final Report A Longitudinal Study Funded by the DfES 1997-2004. Nottingham: DfES Publications.

Tait, C. (2007) ‘Getting to Know the Families.’ in Whalley, M. and the Pen Green Team (2nd ed.) Involving Parents in their Children’s Learning. London: Paul Chapman Publishing. pp. 33-50

Wheeler, H. and Connor, J. (2006a) Parents, Early Years and Learning: Activities. London: National Children’s Bureau.

Wheeler, H., Connor, J. with Goodwin, H. (2006) Parents, Early Years and Learning: Reader. London: National Children’s Bureau.

Wheeler, H., Connor, J. with Goodwin, H. (2009) Parents, Early Years and Learning: Parents as Partners in The Early Years Foundation Stage- Principles into Practice. London: National Children’s Bureau.