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.
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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.
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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
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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.
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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
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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
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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
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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
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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
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