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Critical and Ecological theories and parental involvement
The other understanding of parental involvement gained from the literature review is based on the tenets of Ecological Theory. One of the premises of this theory is that the child’s world is an interrelated series of nested environmental systems and resources which influence each other and within which a child learns and develops (Barton et al., 2004). The Ecological Theory regards both parents and schools as valuable contributors to children’s learning, both at home and at school.
Critical Theory criticises traditional parental involvement and claims that schools tend to maintain the beliefs of a capitalist culture, positioning the space, capital, resources and cultures of poor families as inferior (Creswell, 2003). The assumption of the capitalist culture about parental involvement regards parents from rural contexts and poor backgrounds as lacking the knowledge, skills and network of resources to know how to enter into the kinds of conversations and activities that make a difference in the educational development of their children (Lee & Bowen, 2006; Hammond, 2001). Valencia (1997, in Lee and Bowen, 2006) argues that this kind of deficit perspective, not only devalues the educational involvement shown by parents from poor backgrounds, but also takes attention away from the professional responsibility of schools to establish effective parental involvement activities for those parents. Critical Theory challenges beliefs that reproduce oppressive ideologies (Henning, Van Rensberg & Smit, 2004). This oppression remains if disadvantaged people accept their social status as natural, inevitable and inviolable (Briton, 1996). Until such a time that researchers study contextually-based parental involvement in rural schools and recognise the current initiatives of parental involvement practice, rural schools will be seen as unable to implement involvement, and rural parents will be viewed as deficient educators. Thus, the schools are cautioned against the generally accepted knowledge and should handle that knowledge with care (Leonardo, 2004; Creswell, 1998).
Cultural and social capital and the importance of parental involvement
According to Lee and Bowen (2006), Brubaker (2004) and Lareau (2001), social capital is a means by which parents promote the school achievement and educational attainment of their children through visits to the schools and interaction with other parents at school and by attending parent meetings, providing attention to children’ personal needs, engaging in volunteer activities, providing help with homework, and discussing school work and experiences with their children.
When parents possess cultural capital, it magnifies the effects of parental involvement and makes them procure additional capital that promotes children’s academic enhancement (Lee & Bowen, 2006). When parents are involved at school, it promotes the connections between them and the schools and creates congruence in behaviours, values and attitudes across children’s micro-systems.
Parental involvement guarantees quality education (Chapman & Aspin, 1997). It improves learning and performance of learners because the families of learners are considered as crucial factors in their children’s education. The more parents are involved, the better understanding and knowledgeable they become about the school programme and about the teachers’ roles. School activities which involve parents make it more pleasant, productive, and secure for learners. Parents develop positive attitudes towards teachers and their teaching, and develop strong confidence in the school (Stern, 2003). Parental involvement sends a strong message to the learners about the importance of schooling, safety, and punctuality. It creates an atmosphere of trust and cooperation and strengthens the relationship between home and school (Wright & Stegelin, 2003).
Foundations of parental involvement
The premises that constitute the foundation of parental involvement are the doctrine of parents’ rights, the family influences on the child and the democratic process. These premises constitute the foundation for providing accessibility, quality and equality of learning opportunities for all children of all races and social classes. According to Holmes (1998), professional educators in schools used to feel that their status was undermined when parents tried to get involved in their children’s education. As a reaction, parents decided to fight for their rights. Moreover, from the pedagogical perspective, low achievement rate, especially among poor and marginalised children, has led educators to change their attitude and become more aware of the importance of parental involvement for learners’ quality learning in the education process. From the political perspective, the realisation of democracy and empowerment of all stakeholders in education contributed to the development of this important educational approach. On the other hand, economists argue that education of the child becomes a heavy undertaking if it is left on the shoulders of schools alone.
Therefore, for schools to provide learners’ effective and successful education, the establishment of democracy and empowerment of marginalised parents to collaborate with professional educators is needed.
CHAPTER 1 INTRODUCTION, RESEARCH QUESTIONS AND AIM OF STUDY 1
1.1 INTRODUCTION
1.2 RATIONALE OF THE STUDY
1.3 STATEMENT OF THE PROBLEM AND RESEARCH QUESTIONS
1.4 AIM AND OBJECTIVES OF THE STUDY
1.5 CONCEPTUAL CLARIFICATIONS AND THEORETICAL FRAMEWORK OF THE STUDY
1.6 RESEARCH DESIGN AND METHODOLOGY
1.7 CONSIDERATIONS REGARDING THE STUDY
1.8 STRUCTURE OF THE THESIS
CHAPTER 2 THE FOUNDATIONS AND APPLICATIONS OF PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS
2.1 INTRODUCTION
2.2 EXPOSITION OF PARENTAL INVOLVEMENT
2.3 CRITICAL AND ECO-SYSTEMIC THEORIES AND PARENTAL INVOLVEMENT
2.4 CULTURAL CAPITAL: A DETERMINANT OF PARENTAL INVOLVEMENT
2.5 SOCIAL AND CULTURAL CAPITAL IN THE PARENTSCHOOL SYSTEM
2.6 FOUNDATIONS FOR PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS
2.7 IMPORTANCE OF PARENTAL INVOLVEMENT
2.8 INDICATORS OF THE PRACTICE OF PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS
2.9 CHALLENGES AND COMMON BARRIERS ASSOCIATED WITH PARENTAL INVOLVEMENT IN RURAL SCHOOLS
2.10 CRITICAL ANALYSIS OF THE LITERATURE AND SILENCES IN THE EXISTING KNOWLEDGE BASE ON PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS
2.11 CONCLUSION
CHAPTER 3 RESEARCH DESIGN, METHODOLOGY, AND RESULTS OF PHASE 1: QUANTITATIVE STUDY
3.1 INTRODUCTION
3.2 RESEARCH QUESTIONS
3.3 PROPOSITIONS
3.4 RESEARCH DESIGN: QUANTITATIVE STUDY
3.5 DATA ANALYSIS
3.6 RESULTS OF PHASE 1 OF THE STUDY: QUANTITATIVE
3.7 CONCLUSION
CHAPTER 4 RESEARCH DESIGN, METHODOLOGY AND FINDINGS OF PHASE 2: QUALITATIVE STUDY
4.1 INTRODUCTION
4.2 RESEARCH DESIGN AND METHODOLOGY: QUALITATIVE STUDY
4.3 PRESENTATION AND ANALYSIS OF DATA: QUALITATIVE STUDY
4.4 INTEGRATION AND COMPARISON OF THE FINDINGS OF HIGH, INTERMEDIATE AND LOW PARENTAL INVOLVEMENT IN RURAL LOWER PRIMARY SCHOOLS
4.5 INTERPRETATIONS OF THE FINDINGS OF PHASE 2 OF THE STUDY: QUALITATIVE
4.6 CONCLUSION
CHAPTER 5 CONCLUSION, CRITICAL REFLECTIONS AND IMPLICATIONS
5.1 INTRODUCTION
5.2 SUMMARY OF THE LITERATURE REVIEW
5.3 FINDINGS FROM THE EMPIRICAL STUDY
5.4 CRITICAL REFLECTIONS
5.5 RECOMMENDATIONS AND IMPLICATIONS
5.6 LIMITATIONS AND STRENGTHS OF THE STUDY
5.7 FUTURE RESEARCH
5.8 SUMMARY AND CONCLUSIONS
BIBLIOGRAPHY
