PARENT INVOLVEMENT: PERCEPTIONS OF PARENTS AND TEACHERS Gloria M. Hernandez B.A., California State University, Sacramento, 1989 M.A., California State University, Sacramento, 1997 DISSERTATION Submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION in EDUCATIONAL LEADERSHIP at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SPRING 2011 Copyright © 2011 Gloria M. Hernandez All rights reserved ii PARENT INVOLVEMENT: PERCEPTIONS OF PARENTS AND TEACHERS A Dissertation by Gloria M. Hernandez Approved by Dissertation Committee: _________________________________ Virginia L. Dixon, Ed.D., Chair _________________________________ Harold M. Murai, Ph.D. _________________________________ Daniel C. Orey, Ph.D. iii PARENT INVOLVEMENT: PERCEPTIONS OF PARENTS AND TEACHERS Student: Gloria M. Hernandez I certify that this student has met the requirements for format contained in the University format manual, and that this dissertation is suitable for shelving in the library and credit is to be awarded for the dissertation. ___________________________, Graduate Coordinator Carlos Nevarez, Ph.D. iv _________________ Date DEDICATION This study is dedicated to my children, John and Ramona, my granddaughter, Ciana, and my parents Jesus and Susan Ponce. You have been my motivation and support through this journey. v ACKNOWLEDGEMENTS I want to acknowledge the members of my committee. Dr. Virginia Dixon, my committee chair, thank you for motivating and encouraging me during this process, for your insight and for nurturing me as a scholar. Dr. Daniel Orey, you helped guide me toward a sound methodological approach to this study and have been supportive throughout this endeavor. Dr. Harold Murai and Linda Murai, I thank you for your commitment to my success. Your support and belief in me has been the foundation of my entire educational career. I also want to thank my friend and colleague, Lorena Morales-Ellis. Your assistance and support in collecting the data for this study was invaluable. You have always displayed a generous spirit and I admire your commitment to “la lucha” for equity and social justice. The completion of this study has been an arduous journey for me. My hope is that this study will contribute in some small way to the inclusion of all parents in the education of their children. vi CURRICULUM VITAE Education California State University, Sacramento, CA Ed.D. Program in progress 2007- present California State University, Sacramento, CA M.A. Education 1997 Multicultural Education, Second Language Acquisition, Behavioral Science California State University, Sacramento, CA B.A. Liberal Studies Bilingual/Cross Cultural Studies 1989 California School Leadership Academy 1996 Professional Employment Assistant Superintendent Curriculum and Instruction 2010-present Academic Programs: Responsible for oversight of all Kindergarten – 12 th grade academic curriculum for English language arts/English language development, math, history, science, physical education, adult educat ion programs, alternative education programs, continuation schools, alternative education schools, career technical education academies. Categorical Programs: Responsible for implementation and fiscal operations of state and federal categorical programs including supplemental educational services, school choice, after school programs; approval of school site plans for improvement and school categorical budgets. Professional Development: Responsible for maintaining records in district database to monitor teacher professional development; facilitating district level committee that develops professional development plan for administrators, teachers, and instructional support staff. Assistant Superintendent Elementary Education 2008-2010 Pre-Kindergarten – 6th grades: Responsible for oversight of early education preschool programs, instructional technology and curriculum and instruction at 34 elementary vii schools. Evaluation, supervision, and advising of elementary principals. Evaluation and support of feeder high school and junior high school principals. Neighborhood Network: Oversight of Rio Linda High School network including Norwood, and Rio Linda Junior High Schools, and feeder elementary schools for preK12 articulation and instructional improvement. District-wide: Responsible for professional development, library services, textbook management, and Williams compliance. Development, oversight and administration of Data and Assessment Department, Categorical Programs and English Learner Programs, Parent Involvement and Education, schools in Program Improvement, interventions including summer school, extended day, and credit recovery programs, and Vocational/College To Career Twin Rivers Unified School District Assistant Superintendent 2008-present Pre-Kindergarten – 6th grades: Responsible for oversight of early education preschool programs, instructional technology and curriculum and instruction at 34 elementary schools. Evaluation, supervision, and advising of elementary principals. Evaluation and support of feeder high school and junior high school principals. Neighborhood Network: Oversight of Rio Linda High School network including Norwood, and Rio Linda Junior High Schools, and feeder elementary schools for preK12 articulation and instructional improvement. District-wide: Responsible for professional development, library services, textbook management, and Williams compliance. development, oversight and administration of Data and Assessment Department, Categorical Programs and English Learner Programs, Parent Involvement and Education, schools in Program Improvement, interventions including summer school, extended day, and credit recovery programs, and Vocational/College To Career department. Support and evaluation of Accelerated Student Achievement department directors and assigned elementary and secondary principals. viii Rio Linda Union School District Educational Services Director II 2006-2008 Responsible for administration of all district programs for English Learners and families. Development of English Learner Master Plan, budgets, Categorical Program Monitoring. Supervision and training of English Learner Support Teachers and bilingual paraprofessionals. California English Language Development Test administration, English Learner reclassification process. Parent involvement and capacity building. District-wide and school-based professional development on English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) strategies and cultural proficiency. Program Manager Responsible for management of English Language Support Department. Supervision and evaluation of staff, preparation and delivery of professional development on EL strategies. CELDT training and test oversight. Assist in Williams legislative mandate compliance. Vice-Principal/Principal Oversight of School Leadership Team, parent involvement, student study team, school discipline plan; assisted with school plan, teacher evaluations and instructional support. Interim principal. Sacramento Area Congregations Together Executive Director/organizer Responsible for administration, budget, and operations for a non -profit community based organization. Leadership training and capacity b uilding for staff and community leaders on issue development, building power, and securing media attention. Fundraising and building membership base. Fields of Study Bilingual Education K-12 Elementary Education K-12 Parent Involvement K-12 ix Abstract of PARENT INVOLVEMENT: PERCEPTIONS OF PARENTS AND TEACHERS by Gloria M. Hernandez Parent involvement in the public schools is recognized by researchers and by the great majority of public school educators as being essential to the success of students, academically and socially. It is also a legal requirement for Title 1 schools. Numerous studies have examined the effects of parent involvement with various ethnic groups, especially with African American and Hispanic groups. This study looks at the effects of a series of twelve parental involvement workshops of three hours each, presented in English, Hmong, Spanish, and Russian languages on the perceptions of parents. These parents were from four ethnic groups: African American, Hispanic, Hmong and RussianUkrainian. Through a pre-post survey design, this study examines the perceptions of parents on school to home communication, parental involvement in their children’s academic work, and the parents’ ability to help their children academically. Also examined are teachers’ perceptions of various dimensions of parental involvement using a survey with dimensions which are complementary to those on the parent survey. _________________________________, Committee Chair Virginia L. Dixon, Ed.D., Chair x TABLE OF CONTENTS Page Dedication .................................................................................................................................. v Acknowledgements ...................................................................................................................vi Curriculum Vitae .................................................................................................................... vii List of Tables ......................................................................................................................... xiii Chapter 1. INTRODUCTION TO THE STUDY .................................................................................. 1 Statement of the Problem .............................................................................................. 3 Purpose of the Study ..................................................................................................... 5 Research Questions ....................................................................................................... 5 Conceptual Framework ................................................................................................. 8 Significance of the Study ............................................................................................ 10 Definition of Terms .................................................................................................... 11 Limitations .................................................................................................................. 12 Conclusion .................................................................................................................. 13 2. LITERATURE REVIEW ................................................................................................. 16 Parent Involvement Studies ........................................................................................ 18 Involvement of Parents from Diverse Ethnic and Language Backgrounds ................ 24 Teachers and Parent Involvement ............................................................................... 32 Teacher and Parent Efficacy ....................................................................................... 34 Demographics ............................................................................................................. 36 Case Law and Policy................................................................................................... 36 Social and Cultural Capital Theory............................................................................. 40 xi Educational Leaders .................................................................................................... 46 Conclusion .................................................................................................................. 50 3. METHODOLOGY ........................................................................................................... 52 Introduction................................................................................................................. 52 Research Design ......................................................................................................... 54 Setting and Sample ..................................................................................................... 54 Treatment .................................................................................................................... 57 Instrumentation ........................................................................................................... 57 Data Collection ........................................................................................................... 59 Data Analysis .............................................................................................................. 61 Protection of Participants’ Rights ............................................................................... 62 4. ANALYSIS OF FINDINGS .............................................................................................. 63 Quantitative Data Analysis ......................................................................................... 63 Parent Survey Results ................................................................................................. 64 Teacher Survey Results .............................................................................................. 75 Summary of Results .................................................................................................... 82 5. DISCUSSION .................................................................................................................... 83 Interpretation of Data .................................................................................................. 83 Effects of Workshops on Parent Perceptions .............................................................. 83 Summary ..................................................................................................................... 90 Conclusion .................................................................................................................. 96 Recommendations ....................................................................................................... 97 6. APPENDICES xii Appendix A. English Parent Consent to Participate Form....................................... 102 Appendix B. Spanish Parent Consent to Participate Form ...................................... 103 Appendix C. Hmong Parent Consent to Participate Form ....................................... 104 Appendix D. Russian Parent Consent to Participate ................................................ 105 Appendix E. Teacher Consent to Participate in Research ....................................... 106 Appendix F. Parent Survey in English ..................................................................... 107 Appendix G. Parent Survey in Spanish.................................................................... 114 Appendix H. Parent Survey in Hmong .................................................................... 121 Appendix I. Parent Survey in Russian .................................................................... 127 Appendix J. Teacher Survey .................................................................................... 134 Appendix K. Parent Information Resource Center (PIRC) Workshops ................... 144 REFERENCES ...................................................................................................................... 152 xiii LIST OF TABLES Table Page 1. Table 1 Characteristics of Transformational Leadership ....................................49 2. Table 2 District Demographics: Ethnicity 2009-2010 ........................................55 3. Table 3 District Demographics: English Learners 2009-2010 ...........................56 4. Table 4 Children of Parent Participants ..............................................................65 5. Table 5 Changes in Parents’ Perceptions about Teacher or School-Initiated Contacts................................................................................................................66 6. Table 6 Changes in Parents’ Perceptions about Teacher or School-Initiated Contacts by Ethnicity of Parents .........................................................................68 7. Table 7 Changes in Parents’ Perceptions Regarding their Knowledge of and Participation in their Child’s Education ........................................................70 8. Table 8 Changes in Parents’ Perceptions Regarding their Knowledge of and Participation in their Child’s Education by Ethnicity of Parents .........................72 9. Table 9 Changes in Parents’ Perceptions of their Efficacy in Helping their Children Academically ........................................................................................74 10. Table 10 Changes in Parents’ Perceptions of their Efficacy in Helping their Children Academically by Ethnicity of Parents...................................................75 11. Table 11 Ethnicity and Grade Level of Teacher Respondents ............................76 12. Table 12 Teacher Estimate of Average Weekly Time Spent on Contacting Parents ..................................................................................................................77 13. Table 13 Teachers’ Professional Judgment About Parent Involvement ..............78 14. Table 14 Activities Teachers Consider Important to Assist Their Students and Families .........................................................................................................80 xiv xv