Article critique: parental involvement

Introduction

The following essay is a critique of the article entitled as “Parental Involvement and Perceived At-risk Student Performance: Views from Predominantly Hispanic Parents.” This article has been authored by Richard Braley, John Slate & Jose Cavazos. It was published in the International Journal of Educational Leadership Preparation in December 2008. Notably, this article has been peer-reviewed and acknowledged, and certified by the National Council of Professors of Educational Administration as a major contribution to the practice of education administration.

A Summary of the Main Points of the Article

This article is primarily concerned with the analysis of the parental involvement with students’ performance. The research is conducted on Hispanic parents; these are parents from Spanish-speaking countries especially those from Latin America. The article stipulates that it is the duty of parents to offer love, affection, and guidance to their children. Parents’ involvement in their children well-being at school is a reflection of the parents’ basic responsibilities. Schools on their motion have moved to petition the parents to be involved in the welfare of their children at school (Braley, Slate & Cavazos, 2009).

The research stipulates to ascertain the relationships that exist between parental involvement and various students’ variables. These student variables include educational aspirations, sense of well-being, school attendance, academic achievement, attitude, grades, and homework readiness. The research focuses primarily on three students variables i.e. high school completion, student achievement, and student attendance. This research also appreciates the researches carried out by other researchers. For instance, Gonzales found out that parental involvement was proportionally related to high school achievement and other students’ variables (Gonzales, 2002).

The Research Findings

As stated, the purpose of the research was to assess the perceptions of the parents regarding their degree or involvement with their child’s achievement. The study was conducted on 229 parents majorly from Hispanic origin. The respective parents were being examined on how their involvements were influencing the child’s attendance, achievement, and high school completion. Also, the research sought to analyze why students from at-risk families were or were not prospective in completing their high school studies. In verbatim, the research questions were as follows (Braley, Slate & Cavazos, 2009);

• What is the relationship between parental involvement and perceptions of their student’s achievement?
• What is the relationship between parental involvement and perceptions of high school completion?
• What is the relationship between parental involvement and perceptions of their student’s attendance?
• In what ways do Hispanic parents of children labeled as being at-risk perceive that schools can increase their level of parental involvement?

From the research, it was established that parents who were involved in their children well-being agreed strongly with the achievement survey questions than those who were not involved in their children well-being. On the class attendance survey questions, both types of parents (those involved and those not involved) reported similar agreements and responses. Both forms of parents also agreed and gave almost similar responses on surveys regarding the completion of high school. These responses reflected the following observations and findings (Braley, Slate & Cavazos, 2009);

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• That the achievement of students was not an agreeable function of the parents.
• That the completion of high school by students was an agreeable function of the parents.
• That the attendance of school was an agreeable function of the parents’ involvement.

The research also asserts that parents were anxious and keen to know and ascertain the grades of their children. This anxiety is regardless of whether or not the parent was involved in the welfare of a child. Also, it was ascertained that all parents are interested in seeing their children completing and graduating from high school. The parents also indicated on the need and desire to be constantly involved in the activities of the school. Notably, the parents who were involved in their children wellbeing were confident and certain of their children achievements, attendance, and completion of high school.

The Strengths

This research is essential and weighty in regards with assessing the parental involvement and student performance.  The method used in this research was exemplary and devoid of assumptions.  The participants, the procedures, and the instrumentation used were as per the recommended research standards (Braley, Slate & Cavazos, 2009). Such positive statistics clearly simulate the significance of this study. The research also gave parents an opportunity to provide ways and mechanisms of how they can be involved in their students’ academic life. The outcomes of this research can be used by district schools (high schools) to increase the parental involvement on their students.

The Weaknesses

Though the research has some notable and significant strength, it also embraces some weaknesses. The research was majorly based on Hispanic parents and not all parents of varying origins (Braley, Slate & Cavazos, 2009). This scenario means that the findings might be a reflection of the culture of Hispanic people and not a reflection of the relationship between students’ achievement and parental involvement. Also, the students of this school do not ascertain the character of all students in all schools. Also, there might be variance in the studentship and parental involvement of students in high schools, middle schools, and elementary schools. Therefore, readers and researchers shouldn’t generalize these findings until same is replicated in other school settings and regions.

The Implications for your Future Actions Related to this Standard

This significant research would be essential in my future dispositions and actions. The research has actualized the need for parental involvement in the students’ academic life. Schools and other stakeholders will need to devise mechanisms and instructional strategies that will ensure parents are involved in the students’ academic life. Such strategies can be incorporated into the school setting and be part of the school’s objectives.

For instances, schools can initiate policies that require parents to sign students’ homework and grade reports and be taken back to the respective teachers. Such a situation will ensure parents are concerned about their children achievements and assessments.  School can also initiate monthly academic clinics and meetings; these meetings should be mandatory for all parents so that children’s academics can be discussed. Schools can also undertake volunteer activities whereby parents can meet, engage, bond with other school stakeholders. Teachers should also be professionally trained in the area of parental involvement in schools to implement this standard. Conclusively, though the research is tenuous in nature, it analyzes, explains, and recommends the need for parental participation in students’ academic life.