African American Parental Involvement in Their Children's Middle School Experiences

• Published in: The Journal of Negro education Vol. 77; no. 2; pp. 143 - 156
• Main Authors: Archer-Banks, Diane A. M., Behar-Horenstein, Linda S.
• Format: Journal Article
• Language: English
• Published: Washington Howard University School of Education 01.04.2008; Howard University, School of Divinity
• Subjects: Adolescents; African American culture; African American education; African American Students; African American studies; African Americans; Black communities; Caring; Childrearing Practices; Children; Children & youth; Education; Educational Environment; Educational Practices; Educational Quality; Educational Testing; Expectation; Families & family life; Family Structure; Focus Groups; Grade 6; Homework; Interviews; Middle School Students; Middle schools; Minority & ethnic groups; Outcomes of Education; Parent Child Relations; Parent Participation; Parent School Relationship; Parents; School age children; School Personnel; School Policy; Schools; Socioeconomic Status; Studies; Teachers; Workshops; United States > US; Thousand Oaks California
• ISSN: 0022-2984; 2167-6437

The purpose of this study was to determine the factors that influence African American parents' involvement in their children's middle school experiences. Two focus group interviews were conducted with African American parents. While the participants viewed parent involvement as important, they reported that family structure and socioeconomic status, school personnel's expectations of parents, and the practices and policies of middle school personnel influenced their level of involvement. The participants suggested that: setting higher expectations for African American students, establishing flexible meeting locations, offering workshops for homework help at home, and creating cultures that believe parents care would likely increase African American parent involvement.