The importance of parental involvement in schools has been the focus of numerous studies (Cotton & Mann, 1994; Hoover-Dempsey & Sadler, 1997; McDermott & Rothenberg, 2000; Trotman, 2001; Epstein & Sanders, 2009). Many of these same studies correlate student achievement with parental involvement and suggest that student achievement is improved when parents are involved in their children's schools. In spite of this positive effect, school involvement continues to be low in many inner-city schools where a large number of parents are ethnic minorities whose socio-economic status is low (Cotton, 2000). Included in this group are the parents of inner-city gifted middle school students.
The purpose of this study was to investigate, evaluate, and determine, from the perspective of a group of inner-city parents of gifted middle school students, factors that foster, or deter, their involvement in their children's schools. Of the plethora of studies that have been conducted on parental involvement, few have focused specifically on school involvement by inner-city parents of gifted adolescents. A survey was used to collect quantitative and qualitative data.
Findings revealed that among the major factors that fostered school involvement was a school atmosphere that was inviting, friendly, and caring. A major deterrent to the participants' involvement was the school's failure to communicate with them.
|Commitee:||Desio, MaryJo, Epstein, Kitty K., Henderson, Lenneal, Pacheco, Betty|
|School:||Fielding Graduate University|
|Department:||The School of Educational Leadership and Change|
|School Location:||United States -- California|
|Source:||DAI-A 73/01, Dissertation Abstracts International|
|Subjects:||Middle School education, Special education, Teacher education|
|Keywords:||Academic success, Gifted, Gifted education, Inner city, Middle school, Parent involvement, School involvement|
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