Parental Involvement as Influence on Academic Achievement
Parent involvement in a child’s life, especially within the educational setting in the right amount and in the right area can help facilitate a child’s learning. Parent involvement should be highly encouraged and taught through parenting classes and other various activities. Parental involvement in school is important to academic success and this has been proven time after time by researchers. In a talk by Orson Scott Card, he states that, “A child’s most basic need is the enduring and ‘irrational’ involvement of one or more adults in the child’s life who share in joint activity with the child (Card, 1977, 9).” By saying irrational, Card is referring to the unconditional involvement of the parent in all aspects of the child’s life. Parental involvement is “the critical socializing force in young children’s development…it is expected to enhance parent-child interactions as well as attachment to school, thus promoting readiness (Reynolds, et. al, 1996, 1123).” When parent involvement is present a child has a greater desire to attend school, and to learn. Along with this, the attachment between the parent and child is further developed positively. There is a major visual difference between the behavior of the children whose p . . .
There are times though that parent involvement becomes detrimental to a child’s learning process. According to Sandra Christenson (2003) “Family-school partnerships are a viable and essential way to increase the opportunities and supports for all students to enhance their learning progress and meet the recent demands of schooling. The predictable consequences are that children usually embrace their family’s home/community culture and reject the unfamiliar school culture including academic component and goals. The students whose parents never come in to school to be a part of their education tend to be visually less excited about education, and less excited about attending school each day. Not only do parents have many responsibilities in making sure that they form an effective relationship with their child’s teacher, so do the teachers and staff. There are many players in the parent involvement aspect of a child’s education. In addition to this they should always be supported in their efforts to become more involved; if a family’s first language is not English they should still be made to feel comfortable and valued. In an article by Darch, Miao, and Shippen (2004): Researchers indicate that family involvement in schools increases student academic achievement. Why would there be something that someone could do to benefit their child’s learning so greatly, and they not take part in it? One of the main contributing factors to parent involvement is the socioeconomic status of the parents. It is important that teachers be trained to work with parents and to view them as partners in the education of their children. In research conducted by Forrest and Martin in 2003 they found that it is typically the mainstream parents with higher socioeconomic status and education that were more involved in their child’s education than were poverty level and minority parents. Research indicates that parent involvement in schools increases student academic achievement. They can do this by being involved in the child’s school activities, the governance of the school, and by keeping in constant contact with the teacher. If you are working with someone who is cold towards you and never open or sensitive to your needs you tend to close off from them and your desire to collaborate with them disappears. Parent-child discussion is a very important thing that needs to be done frequently.
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