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Parental involvement is seen as an important srategy for the advancement of the quality of
฀ (0) education. The ultimate objective of this is to expand the academic and social capacities of
sudents, especially those of disadvantaged backgrounds determined by ethnic minority origin
฀ (0) and low socio-economic satus. In this contribution, various forms of both parental and school-
initiated involvement will be described. In addition, results of sudies into the efectiveness of
parental involvement will be presented.

฀
฀ Introduction

฀ For some decades now, the involvement or participation of parents in the education of their
children is seen as an important srategy to improve educational careers of the children,
฀ especially those of disadvantaged backgrounds determined by ethnic minority origin and low
socio-economic satus (Epsein, 1995; Chrispeels, 1996; Fleischmann & de Haas, 2016). The
underlying idea is that there is much congruence between the social and cultural climate that
children of upper and middle-class parents enjoy at home and the educational climate that is
characterisic of the modal middle-class school. Children of highly educated parents sart school
with vital educational luggage which facilitates their functioning in the school environment and
signifcantly improves their chances of a successful career. Such luggage is lacking, however,
in the homes of children with parents who have had little or no education. Diferences in the
norms and values of parents (cf. Pierre Bourdieu), their social networks (cf. James Coleman),
and their language use (cf. Basil Bernsein) all contribute to the exisence of signifcant gaps
between the various social milieus on the one hand and the “hidden” demands of the
esablished educational sysem on the other (Bakker et al., 2013). Bridging this divide by

About Guidelines
simulating parental involvement
Terms and Conditions Contact
and participation both in school and at home is seen as an
essential insrument to improve educational chances of children, no matter their family
background (Epsein, 1995). And along these lines, more and more pleas to better integrate the
activities of schools, parents and local communities are being heard (McNamara et al., 2000;
Smit, van der Wolf & Sleegers, 2001).

Types of involvement, participation, partnership

Various terms and defnitions are used to refer to the cooperation between parents, teachers and
schools, and the local community (Fleischmann & de Haas, 2016). One can speak, for example,
of parental involvement, parental participation, school-family relations, or educational
partnership. Research on parental involvement has shown considerable variation to occur in the
level of involvement and this variation to largely depend on the social-economic position and
ethnic background of the parents (Boethel, 2003). The term “partnership” is increasingly being
used to give form to the concept of meaningful cooperative relations between schools, parents
and the local community (Smit, Moerel & Sleegers, 1999). Such a partnership is then consrued
as the process in which those involved mutually support each other and attune their
contributions with the objective of promoting the learning, motivation and development of
children, and especially those of disadvantaged backgrounds (Epsein, 1995).

This vision of partnership is based on Joyce Epsein’s theory of overlapping spheres of

infuence (Epsein et al., 2002). This theory combines psychological, educational and
sociological perspectives on social insitutions to describe and explain the relations between
parents, schools and local environments in an integrated manner. In doing this, three important
contexts or social insitutions which can infuence the education and socialization of children
are disinguished: family, school and local community. It is assumed that at leas some of the
objectives of the various insitutions - such as support for the development of children - are
shared and therefore bes reached by communicating and cooperating. Epsein sees the three
contexts as spheres of infuence which can overlap to a greater or lesser degree. The congruence
between the diferent spheres of infuence is then seen to be of considerable importance for the
optimal development of children and partnership is viewed as a means to realize this. Teachers
and parents are all seen as partners with their own but also shared tasks and responsibilities
(also see Vincent & Tomlinson, 1997; Lueder, 1998; Hall & Santer, 2000; McNamara et al.,
2000). Based on empirical research, Epsein (2002) has disinguished six types of parental
involvement refecting diferent types of cooperative relations between schools and parents
(Driessen, Smit & Sleegers, 2005: 511):

Parenting. Schools must help parents with the creation of positive home conditions to
promote the development of children. Parents must prepare their children for school, guide
them and raise them.
Communicating. Schools must inform parents about the school program and the progress of
children’s school careers. Schools must also present such information in a manner which is
 comprehensible to all parents, and parents must be open to such communication.
Volunteering. The contribution and help of parents during school activities (e.g., reading
mothers, organization of celebrations).
Learning at home. Activities aimed at the support, help and monitoring of the learning and
development activities of one’s school-going children at home (e.g., help with homework).
Decision making. The involvement of parents in the policy and management of the school
and the establishment of formal parental representation (e.g., school board or parent council
memberships).
Collaborating with the community. The identification and integration of community
resources and services with existing school programs, family child-rearing practices and
pupil learning.

In addition to classifcations according to type of relation and role, it is also possible to adopt
who takes the initiative as the basis for classifcation, schools or parents (e.g., Boonk et al.,
2019). In the case of school-initiated parental involvement, the emphasis lies on the part of the
school; the relevant activities are sarted by the school, and the activities mainly occur at the
school. In the case of parent-initiated involvement, the emphasis lies on the home situation; the
relevant activities are sarted by the parents, and the activities also occur largely within the
family situation.

For their meta-analysis, Barger et al. (2019: 858) have developed the following classifcation of
parents’ involvement and possible efects on a number of child outcomes:

Parents’ involvement

A. School involvement

Participation (e.g., attendance of open houses or school programs, volunteering in the

classroom, field trips, communication with the teacher)
Governance (e.g., membership in the PTA, PTA board, school board)
School undifferentiated (i.e., reflecting both participation and governance or does not specify
whether involvement is participation or governance)

B. Home involvement

Discussion and encouragement (e.g., discussion of school with children, encouragement of

children’s learning, knowledge, interest, awareness about school)
Cognitive-intellectual (e.g., joint book reading, trips to libraries or museums)
Homework involvement (e.g., homework assistance, making environment conducive to
completing homework, rules about homework)
Home undifferentiated (i.e., reflecting homework involvement, cognitive-intellectual
involvement, and discussion and encouragement or does not specify whether the
involvement is one of these categories).
C. Home and school combined (i.e., school and home involvement).

D. Unclear/other (e.g., communication with other parents about school).

Children’s adjusment

Achievement (i.e., grades, standardized test scores, academic competence)

Engagement (e.g., persistence, truancy, dropout, classroom conduct)
Motivation (e.g., perceived competence, expectations, perceived control, intrinsic
motivation, mastery goals, aspirations, school value)
Academic undifferentiated (i.e., combination of achievement, engagement, or motivation)
Social adjustment (e.g., social competence, social dominance)
Emotional adjustment (e.g., internalizing symptoms, self-esteem, emotion regulation)
Delinquency (e.g., substance use, sexual behaviors and attitudes, externalizing)
Nonacademic undifferentiated (i.e., combination of social adjustment, emotional adjustment,
or delinquency).

On the basis of an empirical research conducted in the Netherlands, Vogels (2002) concludes
that four groups of parents can be disinguished: partners, participants, delegators and invisible
parents. The frs two groups are closely involved in the child’s school. Both partners and
participants are actively involved in informal school-support activities (e.g., assisance with
school activities, help with maintenance tasks). The group of partners is also active in the
domain of formal participation, and this mos active group consiss of primarily parents with a
high social-economic satus, a non-denominational philosophy of life and children attending
Montessori or Jena Plan schools. The larges group of participants consiss of primarily parents
with a middle to high social-economic position and their children in predominantly public (i.e.
non-religious), Catholic or Protesant schools. The mos important diference between the
delegators and invisible parents is not so much the degree of active involvement, as both groups
are relatively passive, but the backgrounds of the groups. The group of delegators involves
primarily parents with a denominational philosophy of life and children attending an orthodox
Protesant school. In the eyes of these parents, the directorate and teachers are the appointed
experts and therefore the people responsible for the education of their children. This group of
parents guards the foundations of the denominational school from a disance. The invisible
group of parents consiss of primarily parents with a low social-economic position. The parents
in this group participate much less in various activities organized for pupils than the other
groups. Diferences also exis between Dutch parents and ethnic-minority parents with respect
to helping children with their homework, attendance of parent nights and talking about school
within the family: Dutch parents undertake these forms of parental involvement relatively more
often than ethnic-minority parents (Driessen, 2002).

Comparable diferences involving active versus passive parents are also apparent in the
international literature. In a qualitative sudy of parental involvement in Cyprus, for example,
three types of parents could be disinguished: srongly involved parents, an intermediate group
and a fringe group (Phtiaka, 1994). The parents in the frs group were primarily high educated,
very active at school and also satisfed with the school and the information received from the
school with regard to their child. The second group of parents consised of well-educated
workers. These parents contacted the school when something was bothering them but also
desired more information and feedback from the school and wanted to become more involved
in school activities. The third group consised of mosly low educated parents, had considerable
difculties communicating with the school and felt powerless in relation to the school.

Based on an international literature sudy and subsequent consultation of a focus group, Smit et
al. (2007: 52) developed yet another typology:

The supporter

Education: low/medium
Characteristics: satisfied and involved, prepared to help with practical matters, willing to
work, an excellent helping hand, pleasant partner, active, available on demand, has sufficient
time
Key words: helpful, nice, solid, friendly, creative, sympathetic, joint thinker, harmonious,
supportive, enlightening, willing to serve, naïve, well-adjusted
Suited for: lending a helping hand, parent committees
Not suited for: school advisory board or school board without first following one or more
training courses
How to approach: appeal to sense of solidarity, existence of an alliance, partnership with
shared goals

The politician

Education: medium/high
Characteristics: desire to help make decisions, exert influence, and be involved; satisfied as
long as parent can participate in meetings; critical consumer; extroverted; pays attention to
‘democratic’ quality of the choice of school
Key words: critical, precise, optimistic, desire to inspire, persuasive
Suited for: school advisory board, school board
Not suited for: actual conduct of helping-hand services
How to approach: appeal to desire to influence school policy, be heard, and hear oneself
speak; in order to fully utilize the capacities of this parent, ask him/her to participate on the
behalf of parents in the school advisory board or school board

The tormentor

Education: high
Characteristics: feel offended and misunderstood as a result of the school’s attitude and own
educational experiences; denounces errors on the part of the school as a critical consumer, is
 an unguided missile for the school team; is only satisfied when the school cringes and takes
responsibility for suboptimal functioning
Key words:: know-it-all, cold, insensitive, aggressive, conflictual, fighter, theatrical,
impatient
Suited for: school advisory board, school board
Not suited for: helping-hand activities, parent committees
How to approach: show real interest in the motives of this parent and his or her (new) ideas
regarding child raising and education; be professional but see that the parent remains
comfortable; keep your goals in mind; be well-prepared; pose good questions; send a thank
you note after meeting; take notes on the conversation; keep the line of communication open

The absentee

Education: low/medium
Characteristics: does not consider him/herself suited to make a contribution, may only
participate when asked explicitly, moderately dissatisfied, uninvolved. School has no priority
(anymore), leaves choice of school up to chance, impossible to contact, introverted,
unapproachable
Key words: loner, quitter, has (almost) no contact with other parents, no friendship relations
with the school, uncommunicative, wrestles with cultural gap due to different cultural
background
Suited for: school support network, can serve as a bridge to other absentee parents or group
of parents
Not suited for: school advisory board, school board, or parent committees without first
following one or more training courses
How to approach: look for contact, show interest, enter to discussion of cultural background
and children, show empathy, see where you can help, win trust

The career-maker

Education: medium/high
Characteristics: places responsibility for child raising, child care, and education on the
school; one-stop-shopping approach; satisfied as long as school takes on all tasks; critical
with regard to choice of school; has attitude of ‘school is for the parents’ and sees teachers as
an extension of parents
Key words: aloof, “no news is good news”, businesslike, basically all take and no give
Suited for: school advisory board or school board, provided this fits the individual’s career
prospects
Not suited for: time consuming helping-hand services
How to approach: enter into conversation about work, career, education: mention the
functions of school advisory board and school board, interesting people participating in
these, and what such participation could mean for career
The super parent

Education: high
Characteristics: feels responsible for child raising and education together with the school; is
prepared to support the school alongside a busy job; is willing to invest in the school
relation; thinks critically along with the school; contributes good ideas; is prepared to utilize
own networks; is satisfied when the school does its best for the performance and well-being
of own child and other students
Key words: loyal, ambitious, strengthener, innovative, communicative, inspiring, walking
encyclopedia, grows
Suited for: thinking about problems, finding solutions, handling crises, acquisition of funds,
school board (chair)
Not suited for: supportive school network
How to approach: show a warm interest in the opinions and expectations of the parent with
regard to child raising and education, gauge the need for (greater) involvement, be open to
ideas of this parent

The efectiveness of the involvement

The results of various sudies have shown increased involvement on the part of parents in
schools to positively afect the cognitive and social functioning of children (Henderson &
Mapp, 2002). Sanders and Epsein (1998) describe the results of a number of intervention
sudies conducted in diferent countries. Activities such as parent workshops and home visits
positively afected the academic achievement of sudents. The sudies further show children’s
achievement to improve in the presence of intensive involvement of parents in interventions in
the family.

In addition to efects of parental involvement on the children’s achievement, parental

involvement has been found in a number of sudies to exert a positive efect on the social
functioning. Improvements have been found for diferent aspects of the behavior of sudents,
motivation, social competence, relations between teachers and sudents and relations among the
sudents themselves (e.g., Jordan, Orozco & Averett, 2001). Research has also shown parental
involvement to infuence truancy behavior, undertaking further education and level of
aspiration.

Over and above to efects of parental involvement on the cognitive and social development of
children, sudies have also shown changes in parents to occur (Zeijl, 2003). Support from the
school for the child-rearing climate within the family has been found to lead to a more positive
attitude towards the school on the part of the parents and to changes in child-rearing behavior.
In addition, positive connections have been found between parental involvement and various
school- and community-related outcome measures (Jordan, Orozco & Averett, 2001). Parental
involvement has been found to correlate with the functioning of the school organization and
local community.

While such results make it plausible that parental involvement can infuence the cognitive and
social development of children, there are also sudies which lead to a diferent conclusion. In a
meta-analysis of 41 sudies, Mattingly et al. (2002) found little empirical support for the claim
that programs aimed at parental development consitute an efective means to improve the
achievement of sudents or change the behavior of parents, teachers and sudents.

In a synthesis of meta-analyses, Hattie (2009) found a Cohen’s d of 0.51 for the average efect
of parental involvement on achievement, which is regarded a medium efect. More specifcally,
parental aspirations and expectations are sronges correlated with achievement (d = 0.80),
while the communication dimension (interes in homework and schoolwork; assisance with
homework; discussing school progress) has a moderate efect (d = 0.38). The efect of parental
home supervision (rules for watching tv; home surroundings conducive to doing school work)
has the weakes efect (d = 0.18).

In a more recent review sudy, Bakker et al. (2013) analyzed a total of 111 sudies into efects
of parental involvement on achievement and motivation, well-being, and self-eseem of
sudents of diferent ages. The results show that for sudents of all ages parental involvement of
parents at home is the mos efective srategy. Signifcantly less important is the parental
involvement in school and the contact between parents and teachers. The researchers do not
report exact efect esimates; they conclude, however, that efects in general are small or even
very small.

Boonk et al. (2018) analyzed the results of 75 recent sudies examining the relation between
parental involvement and academic achievement. Though they conclude that according those
sudies parental involvement indeed is related to children's academic achievement, they also
relativize this fnding by remarking that this association is not as srong as traditionally
believed. In the sudies analyzed the researchers found small to medium correlations between
various parental involvement variables and academic achievement. The mos consisent and
positive relations were found for: reading at home; parents holding high expectations for their
children's academic achievement and schooling; communication between parents and children
regarding school; and parental encouragement and support for learning.

In a mos recent sudy, Barger et al. (2019) performed a satisical meta-analysis of 448 sudies
and found small positive associations (correlation rs = 0.13 to 0.23) between parents’
involvement in their children’s schooling and children’s academic adjusment (i.e.,
achievement, engagement, and motivation). Parents’ involvement was also positively related to
social (r = 0.12) and emotional adjusment (r = 0.17), but negatively related to the children’s
delinquency (r = -0.15). Diferent types of involvement (e.g., parents’ participation in school
events and discussion of school with children) were similarly positively associated with
academic adjusment. Parents’ homework assisance, however, was negatively associated with
children’s achievement (r = -0.15), but not engagement (r = 0.07) or motivation (r = 0.05).
Little variation exised due to age, ethnicity, or socioeconomic satus in the association between
diferent types of involvement and children’s academic adjusment. In general, the efects are
small according to Cohen’s rule of thumb (rs 0.10 to 0.30 = small).

The results of many sudies show clear variation to exis in the level of parental involvement
and this variation to relate to the social-economic position and ethnicity of parents (Denessen,
Driessen, Smit & Sleegers, 2001). The fact that parents from disadvantaged groups experience
barriers to communication with the school and, as a result of such, barriers to cooperation with
the school is particularly worrisome (Todd & Higgins, 1998). In addition to this, there are
diferences of opinion with regard to the education and socialization within the disinguished
domains (home, school) with a signifcant part of the minority parents placing responsibility
more or less exclusively with the school (Driessen & Valkenberg, 2016). It is precisely children
from lower social-economic milieus and an ethnic/minority background who generally achieve
lower at school (Passaretta & Skopek, 2018) and therefore sand to beneft from improved and
more intensive support from the school with respect to education and learning within the
family, however.

The fndings from the sudies cited here do not lead to conclusive outcomes; insofar efects are
found they generally are small and, moreover, the form of parental involvement responsible for
the efect and which specifc aspects of the development of children are afected sill remain
unclear. Information regarding the diferential efects of parental involvement on various
sudent-related outcomes is virtually nonexisent. Prudence thus is called for when it comes to
the drawing of general conclusions regarding the efects of parental involvement on the
learning and development of children, despite the presence of some empirical evidence
indicating the importance of parental involvement for the learning of children.

But apart from the ambiguity of the sudies’ results, there is a much bigger problem. Firsly,
almos all sudies are correlational sudies: parents (and teachers) are asked (in a written
quesionnaire) to give an indication of their involvement and participation and (at the same
time) sudents are tesed for academic achievement and behavior. Strictly speaking, such a
methodological design does not allow for speaking of an “efect”. Secondly, apart from this, the
interpretation of any efect is very complicated. At leas three types of parent
participation/involvement can be discerned. (1) There are parents who are permanently
involved in their children’s education, for insance by reading to them, helping them with their
homework, attending a parents’ evening, and/or helping the teacher in the class. (2) There are
also parents who are not involved at all, for insance because they are illiterate, don’t speak the
language, have had no or only little education themselves, or who do not believe in the power
of education or who feel that education is not something for their kind of people. (3) And then
there are parents who normally are not involved in their children’s education but only become
active when they are alerted by the teacher or by low report grades. The latter thus is a reaction
to a negative situation, mosly in terms of bad behavior or low achievement. Analytically seen,
the frs two types of parents are relatively sraightforward. The third type, however,
complicates any analysis dramatically. And there are hardly any sudies where this crucial
disinction is made, while this is critical for an adequate interpretation of the results. In fact,
only in longitudinal sudies with several measurement points focusing on both
achievement/behavior and parental activities it is possible to draw valid conclusions. In sum,
the validity of mos sudies into efects of parent involvement is quesionable.

Note

The main body of this item is based on: Geert Driessen, Frederik Smit, & Peter Sleegers
(2005). Parental involvement and educational achievement. British Educational Research
Journal, 31(4), 509–532.

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Author

Dr. Geert Driessen is an educational researcher with 35 years of experience in the feld of
education in relation to ethnicity/race, social milieu/SES and sex/gender. Info:
www.geertdriessen.nl

Keywords

parental involvement parent involvement parental participation

parent-school partnership disadvantaged students

Cite this article

Geert, Driessen. Parental involvement, parental participation, parent-school-community partnerships,
Encyclopedia, 2019, v4, Available online: https://encyclopedia.pub/279