Running head: PERCEPTIONS OF AFRICAN AMERICAN PARENTS
Teachers’ and Administrators’ Perceptions of Parental Involvement Practices of African
American Parents in Urban Schools
Katherine Werner
Capstone Essay
Vanderbilt University, Peabody College
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
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Abstract
Teachers and administrators in urban schools commonly think of African American parents as
not being involved in or being apathetic toward their child’s education. However, many times
these perceptions of parents may be due to previous negative interactions, unflattering
generalizations, or uninformed stereotypes. Additionally, researchers, teachers, administrators, or
parents have not reached a consensus on what constitutes parental involvement in schools,
further leading to misunderstandings and differing expectations. Whatever causes this
disconnect between African American parents and urban school personnel, it must be solved.
Parental involvement in a child’s academic activities at any age is linked to increased academic
achievement and valued social behaviors in students. This capstone seeks to provide insight for
teachers and administrators in urban schools about the parent involvement practices of African
American parents, these parents’ attitudes toward school and the personnel, and ways that this
gap in involvement expectations can be bridged in order to form a partnership to help students
succeed.
Keywords: African American, parental involvement, schools, urban
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
3
Teachers’ and Administrators’ Perceptions of Parental Involvement Practices of
African American Parents in Urban Schools
“They won’t understand anyways”, “they are lazy and apathetic”, or “they never show up
to school anyways” are common phrases slung by many teachers in urban schools when referring
to African American parents (Brandon, Higgins, Pierce, Tandy, & Sileo, 2010; Harry, Klingner,
& Hart, 2005; Miller, Lines, Sullivan, & Hermanutz, 2013) However, many times these views
may not be based on reality, but rather on past negative experiences or unflattering stereotypes
(Harry, Klingner, & Hart, 2005; Hill & Craft, 2003; Trotman, 2001). Finding a way to reach past
stereotypes and common differences between teachers in urban schools and African American
parents would make for a more positive experience for everyone: student achievement would
increase, parents would feel empowered, and teachers would experience greater job satisfaction
(Bryan, 2005; Jeynes, 2005; Miller et al., 2013). This paper will analyze the current state of
parental involvement, why parental involvement is important, what causes this disconnect
between parents and school personnel, and how this relationship can be improved to promote
success for all parties.
What is Parental Involvement?
Truly defining parental involvement is an enormous challenge, due mostly to the fact that
it has been a highly debated topic among educational scholars for many decades (Jeynes, 2005).
There are a variety of ideas about what should be considered effective parental involvement,
which school personnel and parents are working together best, and in which direction it should
move and progress. Teachers have their own perceptions of how parents should be involved,
parents whose children attend these schools view their role in their student’s education a variety
of ways, and researchers individually have ideas about what this relationship should look like to
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
4
be most effective in each setting. However, the problem lies in the fact that very rarely do all of
these views align.
For instance, Jeynes (2005) defined parental involvement as participation by the parent in
the educational experiences and processes of their students, including communication,
homework help, parental expectations regarding school, reading together, attendance and
participation in school events, and their parenting styles and beliefs. Much like Jeynes (2005),
No Child Left Behind (NCLB) described parental involvement fairly rigidly as participation in
regular and meaningful communication about student achievement and other volunteer
opportunities, including helping their child learn, being actively involved at school, and serving
as partner to help make decisions when appropriate (NCLB Action Briefs, 2004). Similarly,
Hoover-Dempsey and her colleagues (2005) described a somewhat rigid, yet more multifaceted,
prescription for parental involvement including participation in school-based activities, a
structured home environment, and parent-school communication. Hill and Craft (2003), much
like Hoover-Dempsey et al. (2005), classified parental involvement as one of three types of
involvement:
1. overt involvement where parents participate in the school day and activities,
2. placing a value on education at home, and
3. being involved on a cognitive level, and helping students learn.
Trotman (2001) also claimed that parental involvement could be defined in a variety of ways and
still resemble a more structured approach; however, she believed that parents might assist in
determining many of these definitions, instead of having their role predetermined by a teacher or
administrator in the school. Even less descript than any of the previous definitions, parental
involvement has also been characterized as any type of activity that brings parents into contact
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
5
with the teacher and administrators (O’Bryan, Braddock, & Dawkins, 2006). There is some
overlap in these researchers’ ideas, but, as evidenced by this immense variety of definitions,
there is no consensus on what parental involvement currently is and how it should be defined.
In addition to the difference in research-based definitions, the type of school setting a
student is enrolled in can also change the definition and expectation for parental involvement. In
many suburban schools, parental involvement conjures thoughts of active participation in and
attendance at school events, donation of school supplies and party treats, extracurricular
involvement, and possibly monetary donations (Lareau, 2011). Many times, all schools,
regardless of the students and families served, operate using the common White, middle-class
parents’ approach as the standard for parent interaction with the teachers and administrators, as it
is perceived that these interactions are in line with the school’s expectations (Harry, Klingner, &
Hart, 2005). Parental involvement in urban schools is a very different practice than that of other
types of schools and cannot be viewed or studied in the same way (Jeynes, 2005). Although a
different practice, it is still one of utmost importance to student success and must be viewed with
that priority.
This paper will focus solely on parental involvement practices of African American
parents in urban elementary schools. For the purposes of this paper, parental involvement will be
defined using ideas from the Northwest Regional Educational Laboratory (1999) and the
research of Trotman (2001). Therefore, parental involvement is defined as the ongoing and
active participation of a parent or guardian in a child’s educational experiences, not limited to
specific acts or types of participation, and determined by all involved parties: teachers,
administrators, and parents. Using this definition, this paper takes an in-depth look into the
current landscape of African American parental involvement in urban schools. This includes
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
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looking at the unique perceptions, obstacles, and relationships that African American parents
bring when interacting with their student’s teachers and administrators in urban elementary
schools.
What is the Current State of Parental Involvement?
Parental involvement can take a variety of shapes based on the teachers and
administrators in the school, the demographics of the students served, the setting of the school,
and the like. As mentioned previously, parental involvement in suburban schools commonly
consists of very active parents at school regularly and being involved in activities and meetings
(Lareau, 2011). This may be due in part to the research that points to the most highly involved
parents generally being White females with higher incomes and education levels (O’Bryan et al.,
2006). These parents may have had positive experiences in school and feel as those they
understand the school’s expectations. However, African American working class and poor
parents whose students attend urban schools are often intimidated to be involved due to these
middle-class norms and expectations that schools exude (O’Bryan et al., 2006). These parents
may not feel as though they possess the knowledge to be appropriately involved in the way that
the school expects.
Parental involvement has been recorded at higher rates in smaller and private schools
(O’Bryan, et al., 2006). In contrast, most urban schools have a large number of students and are
public schools (O’Bryan et al., 2006). Although many hold the perception that parents in urban
schools are not involved with education, it would be a glaring generalization to say that parental
involvement in all urban schools is happening at a less than ideal rate. This statement is not true
of every urban school; however, it is more commonly true than not (Trotman, 2001). The
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
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landscape of parental involvement in urban schools is vast and varied, and affected by many
personal, family, community, and school-related factors.
In today’s urban school environments, there are a variety of obstacles that can hinder the
relationship between parents and schools. For instance, parents from other countries might
struggle communicating with the school due to a language barrier or parents from different
cultures might not understand the culture and expectations of American schools (BanquedanoLopez, Alexander, & Hernandez, 2013; Moles, 1993). While both are valid concerns and can
happen on a daily basis in many urban schools, none of these situations apply to or are factors in
African American parents and their tendency to have strained relationships with urban
elementary schools.
The descriptions of low rates of parental involvement are overwhelmingly true of African
American families in urban schools today (Brandon, Higgins, Pierce, Tandy, & Sileo, 2010;
O'Bryan et al., 2006). African American parents are becoming less involved in urban schools at
increasing rates, while African American students are failing in record numbers (Harry,
Klingner, & Hart, 2005; Trotman, 2001). Teachers and administrators know the students are
failing and that they need help; yet, they perceive parents as being seemingly uninvolved. Alas,
research has shown that in some cases a student’s perceived ability can influence a parent’s
involvement in the student’s education (O’Bryan et al., 2006). Consequently, negative updates
sent home about a student’s progress could dissuade parents from being involved. They may feel
as though there is nothing more they can offer their student outside of what is being done at
school.
Some parents might think the best way to help their student who is at-risk of failing is to
come to the school and advocate for extra help (Harry, 2008). However, many times African
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
8
American parents feel alienated from public schools and rarely do they feel they know how to be
involved or how to ask for help (Brandon et al., 2010; Hill & Craft, 2003). This alienation may
stem from that fact that even when an attempt is made on behalf of African American parents to
be involved in their child’s urban school, they perceive the teachers’ and administrators’ actions
and attitudes to be territorial and condescending, believing that all educational decisions should
be left to professionals (Lawrence-Lightfoot, 2003; Trotman, 2001). Regardless of these
attitudes, many African American parents’ relationships begin with interactions involving
negative reports – usually regarding misbehavior or perceived signs of a disability (Harry,
Klingner, & Hart, 2005). With high rates of suspension and possible Special Education referrals
for African American students in urban schools, many parents are worried when they are called
to school or a note is sent home (Harry, 2008). Whatever the reason is that parents do not involve
themselves in the school day or other education related activities, teachers view this lack of
involvement to mean that parents are not interested in being involved or do not care about their
students (Brandon et al., 2010).
Some researchers believe that parental involvement practices in many schools and the
beliefs held by school personnel are currently moving from the traditional view of “parents
instruct at home, teachers instruct at school” to a more responsive, partnership approach
involving both parties (Miller et al., 2013). Even though this change has been noticed in some
schools, it may grow slowly and sometimes without support as a commonly accepted mindset.
Often, teachers and administrators have very rigid ideas on how parents should be involved; in
many cases allowing for very little overlap of home and school influences (Epstein & Dauber,
1991). Whether holding positive or negative views, all teachers and administrators do not always
hold the same beliefs about or place the same priority on parental involvement, even when
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
9
working within the same school or district (Epstein & Dauber, 1991). This makes it hard for
parents to know how to interact with each individual teacher and administrator and they may be
wary of all school personnel due to a negative interaction with one. Parents are more likely to be
involved in their student’s academic pursuits if they feel like they can help and they have the
ability to contribute effectively (O’Bryan et al., 2006). Teachers and administrators hold the
majority of the power when making parents feel like their contributions are valued and
applicable to the learning environment.
What is the Importance of Parental Involvement?
The majority of studies that focus on parental involvement and its effects on a student’s
academic achievement generally share one defining conclusion, when parents are involved in a
child’s academic pursuits, the student has higher rates of success and academic achievement
(Brandon et al., 2010; Bryan, 2005; Epstein & Dauber, 1991; Henderson & Mapp, 2002;
Henderson, Mapp, Johnson, & Davies, 2007; Hill & Craft, 2003; Trotman, 2001). Each study
has differing opinions on what form this involvement takes, as mentioned before; but all share
the conclusion that the effects are generally positive. However, Trotman (2001) believed that any
type or extent of parental involvement could produce positive academic outcomes for students,
helping them achieve higher grades and enroll in more rigorous courses (see also Bryan, 2005).
Not only does this involvement effect academic performance, but also it can affect a student’s
trajectory as they continue their education. Many of the positive effects of parental involvement
are present in high school settings; however, a parent being involved in the academic life of their
student as early as elementary school can greatly increase these positive factors, such as a
student’s attendance and rate of homework completion, decrease the risk of teenage pregnancy
and substance abuse, improve behavior and social skills, decrease the chances of a student
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
10
dropping out, and improve the likelihood a student will enroll in some type of post-secondary
education (Barnard, 2004; Brandon et al., 2010; Bryan, 2005; Henderson & Mapp, 2002; Hill &
Craft, 2003). There have not been as many studies done regarding the effects of parental
involvement on certain ethnicities or demographics; however, the ones that have been done boast
similar and promising results.
This positive impact that parental involvement can have on a student proves to be even
more pertinent for African American students in urban schools (Jeynes, 2005). Even though
parental involvement rates are generally lowest among African American families in urban
settings, when they are involved in their student’s academic experiences, the benefit is much
greater for all parties than for any other ethnic group (Barnard, 2004; Brown & Brandon, 2007;
O’Bryan et al., 2006). This is especially important since studies have found that African
American students in urban schools are less likely to graduate from high school, acquire any type
of degree, or earn a middle class living (Brandon et al., 2010; The Progress of Educational
Reform, 2003). Parents being involved in their child’s education can help foster positive attitudes
towards school from a young age, helping students stay in school and pursue an education
(O’Bryan et al., 2006). Studies are still being conducted to further understand these effects,
however, the current findings are positive and ones that must be a priority when making
decisions about engaging parents in urban schools.
As cited earlier, many researchers have found through a variety of studies that parental
involvement can have positive effects on the students in urban schools; however, active parental
involvement in any capacity can also benefit teachers and administrators in a variety of ways.
Therefore, it would be in a teacher’s best interest to encourage parental involvement. High rates
of meaningful parental involvement have been found to build teacher morale and increase job
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
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satisfaction due to parents understanding the teacher’s and administrator’s expectations for
student’s achievement and for parent’s effective involvement (Miller et al., 2013; Trotman,
2001). Additionally, teachers in every school are held accountable for achievement. In urban
schools that are at risk of failing, involving parents can help increase achievement for many
students, thus taking some of the pressure off of teachers (Bryan, 2005). As parental involvement
is known to be associated with higher rates of academic achievement for minority students, it
may help decrease the achievement gap found between urban schools and their suburban
counterparts; relieving some job associated stress from administrators and allowing him or her to
provide a quality education for his or her students (Jeynes, 2005). Active parents can not only
help teachers and administrators by increasing academic achievement, but parental involvement
can also help strengthen during- and after- school programs by the volunteer hours, knowledge,
skills, and resources parents can provide (Epstein & Dauber, 1991). Just as different school
personnel can have different skills to offer, parents also have skills and knowledge to bring to the
table; though often this is not realized as African American parents in urban schools are viewed
as not having anything to contribute (Harry, Klingner, & Hart, 2005; Moll, Amanti, Neff, &
Gonzalez, 1992). Knowing the benefits for teachers and administrators that parental
involvement could present, school personnel may be more likely to actively encourage and seek
this involvement from all parents in order to improve the school and the students’ experiences.
As well as researchers, government and other educational agencies view the role of
parental involvement to be of such importance that there are multiple acts of legislation that
require schools to involve parents in the academic process of their student (Bryan, 2005; Miller
et al., 2013; Trotman, 2001). No Child Left Behind stated that all schools receiving Title I Funds
must have a written parental involvement policy, and must take the steps necessary to implement
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
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this policy effectively (NCLB Action Briefs, 2004). As stated in the brief, these schools are not
allowed to have their Title I funds until this policy is written and the implementation
requirements are met (NCLB Action Briefs, 2004). Research used by government officials and
other legislators push the importance of this involvement, not only for the reasons of academic
achievement, but because they understand that schools alone lack the knowledge and resources
need to effectively navigate all the obstacles that may be present in the lives of urban students
(Bryan, 2005). Parents being involved in education cannot only improve the academic
performance of students, it can also improve their social and emotional well-being.
What Causes the Disconnect?
As mentioned before, there is no agreed upon definition as to what parental involvement
is, what it is not, and what it should be. For many parents this does not make for easy access to or
an inviting atmosphere for becoming involved in their child’s school. Determining what role a
parent will play in this parental involvement atmosphere can be intimidating and seem
impossible due to lack of knowledge about opportunities (Hoover-Dempsey et al., 2005). This
lack of knowledge may stem from poor communication between school personnel and parents,
leaving parents feeling powerless and unable to help (Brandon et al., 2010; Bryan, 2005). This
helpless feeling can lead parents to resent the teachers and administrators and feel a general
distrust towards individuals in those positions. Parents do not trust school personnel and school
personnel do not trust parents due to negative experiences with each other and poor
communication about differing expectations (Bryan, 2005). The differences in expectations may
be based on difference in social classes and the perceptions and influences that these can bring
about (Allen, 2007). African American parents may not feel it is their place to step in to help and
can be intimidated by the middle-class nature of schools (Hill & Craft, 2003; O’Bryan et al.,
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
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2006). Stereotypes and lack of knowledge about how to engage others leads to many common
misunderstanding between teachers, administrators, and parents regarding involvement.
Perceptions and Stereotypes
Public perceptions of African American families in poverty are quite often very negative
and condescending. Teachers, too, can also be guilty of believing these generalizations and
projecting them on the families of the students they serve in urban schools (Harry, Klingner, &
Hart, 2005). Based on these generalizations, school personnel often assume parents are not
interested or apathetic, due to the stereotypes of African American families, especially those with
lower incomes, being neglectful, incompetent, lazy, and placing little to no value on education
(Brandon et al., 2010; Harry, Klingner, & Hart, 2005; Trotman, 2001). Many teachers assume
that these African American parents in urban schools “wouldn’t understand anyways” due to the
perceived lack of interest shown in any type of educational activity (Harry, Klingner, & Hart,
2005, p. 105). This is a point of contention for many parents since teachers perceptions may not
be related to parents actual views of education and involvement, but rather based solely on these
stereotypes associated with demographic characteristics or previous negative experiences (Hill &
Craft, 2003). Teachers can bring the sum off all their experiences with parents every time they
meet or interact with one, and if teachers have had many negative experiences, those may
outweigh the positives.
Parents can also bring memories of negative experiences with them when they interact
with school personnel; thus, making them feel anxious and uninterested in participating. Some
parents may have had very negative experiences when they were in school and it is hard to be
involved in something that was a negative episode for you (Harry, Klingner, & Hart, 2005).
Once parents gather the courage to be involved, they may be met with judgmental and
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
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disapproving attitudes, or have their input ignored or discouraged (Harry, Klingner, & Hart,
2005; Miller et al., 2013). Parents, especially those with lower education levels, think they lack
the knowledge and skills to be effective and are often not encouraged when teachers disregard
their attempt to give input (Trotman, 2001). As it has been noted in some research that
occasionally teachers are only kind and accommodating to those they deem worthy of their time
and respect (Harry, Klingner, & Hart, 2005). This can create negative interactions between
parents and teachers, especially those of different races, ethnicities, or socioeconomic levels
(Trotman, 2001). This is not the first time that racial or class differences have caused
misunderstandings and confusion between parties; however, teachers and parents must work
towards a future where they can set aside their differences for the benefit of the child.
Time, Preparation, and Understanding
Effective parental involvement is a time consuming endeavor for all involved parties. For
parents, work schedules and other family situations may not allow for them to be present at
school on a regular basis, or even as often as they might like. Checking homework and attending
school events are commonly thought of as the only ways to be involved (Jeynes, 2005).
However, it is time consuming for parents to be involved in schools the “traditional way.”
Especially for working class or single parents, being present at school on a regular basis is not
always feasible (O’Bryan et al., 2006; Trotman, 2001). Job schedules, other children’s activities,
transportation situations, lack of available childcare, and other factors can affect that amount of
time a parent has to devote to being present at school. However, this does not mean they are not
present and involved in their student’s education in other ways. There is commonly a lack of
shared understanding between parents and school personnel due to differing opinions of what
should be considered parental involvement (Trotman, 2001). All parents struggle to find time to
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
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interact with schools and should not be thought of differently when they cannot make the time a
teacher or administrator thinks they should.
It is not only parents who struggle to find time in their schedules to interact with the
school personnel; teachers also tussle with the problem of finding enough time to engage
families. Teachers have many responsibilities in and out of the classroom and many times
working with families is low on the priority list, as this interaction is frequently considered to not
be worth a teacher’s time and not in their job description (Trotman, 2001; Jeynes, 2005).
Teachers are held accountable for so much on the academic side, that it is hard to work on
parental involvement when there very rarely are accountability measures put in place for such
interactions.
Just as there is little time for teachers to engage parents, they also feel as though the
logistics for this to be part of their responsibilities and support from administrators are also not
present for teachers (Miller et al., 2013). Many teachers do not feel properly prepared to engage
parents, especially those parents who do not resemble them, including working class and poor
families (Miller et al., 2013; O’Bryan et al., 2006). This is not often covered in-depth in teacher
education programs, and very rarely are professional developments offered on the topic (Miller
et al., 2013). Teachers, even if they wanted to, are not sure how to engage parents.
What are Ways that Urban Teachers and Administrators Help Parents Become More
Involved?
Research and practice both suggest there are a variety of proactive steps that teachers and
administrators in urban schools can take to help African America parents feel more comfortable
being involved in their student’s education. There is an obvious disconnect that prohibits many
teachers and administrators from working well with parents. However, in order to help students
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
16
succeed, there are steps that can be taken and strategies that can be implemented by teachers and
administrators that could help remedy this problem.
The first step would be for teachers and administrators in urban schools to know each
student and family. Teacher education programs tell future teachers, the most important thing
they can do is getting to know their students (their home lives, interests, strengths etc.) (Miller et
al., 2013). Studies show that parents are most willing to be involved when they feel like their
student is cared for and valued at the school (O’Bryan et al., 2006). The same should be said
about the students’ families (Harry, Klingner, & Hart, 2005). If teachers and administrators knew
these parents, they could better understand the feelings of alienation and intimidation they may
feel and be able to be more sensitive to these feelings (Brandon et al., 2010; Harry, Klingner, &
Hart, 2005). Getting to know parents can begin with genuine dialogue, maybe teachers could ask
about their child, and work to establish a positive connection (Allen, 2007; Harry, Klingner, &
Hart, 2005; Trotman, 2001). Establishing this positive connection early will allow teachers to
already have built some rapport with parents before negative interactions can start (Trotman,
2001). When parents feel comfortable with and recognized by teachers and administrators, it can
create an open avenue for communication. This can allow for teachers to let parents know of
discipline and other classroom procedures, as well as letting parents be able to come to teachers
with concerns (Harry, Klingner, & Hart, 2005; Trotman, 2001). Knowing parents and their
interests can help bridge the gap between parents and school personnel that is fueled by fear,
intimidation, and feelings of discomfort.
Once teachers and administrators know students and their parents, they should
allow those parents and students to get to know them too. In order for parents to get to know the
school personnel, they must make themselves accessible (Henderson et al., 2007). However,
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
17
teachers will not seem accessible if parents feel as though teachers and administrators are
projecting common stereotypes on them; a nonjudgmental approach must be used (Epstein &
Dauber, 1991; Trotman, 2001). A great way to let parents get to know teachers is by inviting
parents to come to the classroom and see what happens on a daily basis. By creating
opportunities to interact with parents and inviting them to take part in the classroom, teachers are
allowing parents to feel a connection to what is going on and to be informed (Allen, 2007).
Another easy step teachers can take to make themselves seem accessible is by sharing
information with parents and students. Teachers can let parents and students know where they
went to college, what they like to do for fun, if they have any pets, and other things that make
them relatable (Henderson et al., 2007). This could serve as a springboard for a parent-teacher
relationship and could spark conversations that are not primarily about student behavior or
achievement. As previously noted, lines of communication between teachers and parents can be
problematic and this accessibility on the part of the teacher can improve this practice.
A major byproduct of the lack of communication between parents and school personnel is
that parents do not have the chance to ask how to be involved. Many times African American
parents with children in urban schools stress that they do not know how to be involved in an
active and meaningful way (Hill & Craft, 2003). For parents that did not have a positive
experience in school or were not very involved, parental involvement programs orchestrated by
school or district faculty could help provide some direction for parents that do not inherently
know the best ways to become involved (Jeynes, 2005). These programs could be Parent
Advisory Councils, Parent-Teacher Organizations, Parent Communication Representatives and
other teacher and parents collaborative volunteer opportunities; by specifying these roles, parents
are given ideas about the ways they can be involved in a way that can be valued by teachers and
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
18
administrators (Bryan, 2005; Epstein & Salinas, 2004; Henderson et al., 2007; Jeynes, 2005;
NCLB Action Briefs, 2004; Trotman, 2001). However, while specifying involvement
opportunities may be helpful for some parents, it is also necessary for teachers and
administrators to understand that all parents are not the same. All people view their role as a
parent differently; thus, they also view their role in involvement differently (Hoover-Dempsey et
al., 2005; Trotman, 2001). Some parents view their role in parental involvement as instilling
academic values at home; attendance is not always most effective (Jeynes, 2005). In order to
encourage meaningful participation and for parents to be empowered to be involved, teachers
and administrators must acknowledge all the efforts that parents make to be part of their
student’s education (Jeynes, 2005; Trotman, 2001). Utilizing parent’s strengths and recognizing
different types of parental involvement will allow more parents to be involved and hopefully
increase academic achievement.
Some teachers may feel uncomfortable with involving parents, and may not feel as
though they are prepared for to adequately interact with all parents, especially those that are
unlike them (O’Bryan et al., 2006). However, these tensions could be eased through the
implementation of workshops and professional development opportunities on parental
involvement strategies and cultural awareness (Miller et al., 2013). These learning opportunities
could allow teachers to feel better prepared to engage all parents in the learning process of their
child, regardless of race, ethnicity, or socioeconomic status.
Conclusion
Many times, teachers may be unaware of these feelings they are projecting toward
families or the way their interactions are interpreted. Once this is brought to teachers’ attention
they can act on this knowledge and improve the school experience for everyone involved. Truly
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
19
integrating parents into the school experience may involve a change in mindset for many, from
working “for” parents and students to working “with” parents and students (Allen, 2007).
Teachers must get to know families and their goals for their students before they can project a
negative stereotype upon them. By having an open mindset and encouraging all types of
involvement that parents have to offer, teachers, administrators, and parents will reap the benefits
that this positive relationship has to offer.
PERCEPTIONS OF AFRICAN AMERICAN PARENTS
20
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