California State University, Monterey Bay

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Capstone Projects and Master's Theses Capstone Projects and Master's Theses

12-2019

Eye to Eye: Increasing Parent Involvement Through Collaboration

and Adaptation
Liliana Orozco-Lemus
California State University, Monterey Bay

Kara Gearring
California State University, Monterey Bay

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Recommended Citation
Orozco-Lemus, Liliana and Gearring, Kara, "Eye to Eye: Increasing Parent Involvement Through
Collaboration and Adaptation" (2019). Capstone Projects and Master's Theses. 688.
https://digitalcommons.csumb.edu/caps_thes_all/688

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Eye to Eye: Increasing Parent Involvement Through Collaboration and Adaptation

Liliana Orozco-Lemus

California State University, Monterey Bay

 
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Abstract

The focus of this Capstone Project is on parental involvement in education and what can

be done to improve the lack of involvement. This is an important issue for school systems

because of the impact it has on a student’s academic achievement. Both teachers and parents

were interviewed to obtain the perspectives of those who are able to see the effects of a lack of

parental involvement on a student’s academic success, as well as the perspective of those who

have trouble being involved and need accommodations. The results highlighted the challenges

experienced by parents who can not afford to miss work, who struggle with communication, and

do not feel comfortable at school. Collaboration and adaptation are necessary to achieve

increased parent involvement to benefit a child’s academic success.

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Eye to Eye: Increasing Parent Involvement

Through Collaboration and Adaptation

The Central Valley has always been home for me growing up, I grew up in a rural area. .

I attended primary and secondary school in Lindsay, California. Agriculture field work played a

big factor throughout my early childhood. My parents worked in the agriculture business for

many years, which took most of their day and most of their time. They were always working,

which led to me being raised by my oldest sister throughout my early childhood. Taking time off

from work to become involved in my schooling was something they could not afford to do.

Also, being non-english speaking parents, when most of my teachers were only English

speakers, communication between my parents and teachers was very hard. This further

discouraged my parents from becoming involved with my education.

Donuts with mom events, talent shows, and even back to school nights were the times

when I resented all those kids whose parents were able to come and join them for these events.

When it was parent teacher conferences, my parents were never available to make it because they

would not be back on time to meet with my teacher. So, my older sister was always the one to go

to my parent teacher conferences. When I would attend parent teacher conferences, I would see

classmates with both parents and I always felt out of place and at times unmotivated and sad.

Talent shows at school were my favorite events and the real truth is my parents never showed up

to watch me; my sister was always the one in the stands watching me. This took a toll on me

because my parents would forget about these events and they never asked me how it went. They

had little to no knowledge about my school curriculum which was very difficult to cope with at

home. There were times when I would need help with homework and they were not able to help

me, they saw that I struggled academically and they would always just mentioned to me that I
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needed to work harder. This was not the case, I felt like I was placed in a classroom that was

beyond my academic abilities at that time. During this time, I wished my parents’ involvement

was more active. I unfortunately never was placed in another classroom because my parents did

not understand my point of view. Lack of parental involvement took a very personal toll on me. I

began to feel very unmotivated and very insecure about my academics. My behavior and poor

academics at school became concerning to my teachers, which was when my teacher went to my

house to meet with my parents and talk to them about what was going on. They had a very long

conversation about how I was doing academically. This allowed my parents to open up to my

teacher on why they were not very involved with school. It took this extent for my parents to

finally feel the confidence to feel comfortable to be able to reach out to my teachers and become

involved in my school. Throughout my middle school until present day, my parents have been

very active with my education. During my secondary school they were very involved, they

became part of Parent and Teacher Board which they loved to be a part of. They became friends

with many of my teachers and kept in contact with them in regards to how I was doing

academically. Reflecting back to this I am thankful for their parental involvement throughout my

secondary school years, because they motivated me to want to do better and want to pursue

college.

It is never too late to Become involved in a childs’ education. Parental involvement really

affects education in many positive ways. When you have that support from home it is a different

type of motivation. You want to do better and you are always wanting to succeed in every way

possible. When my parents became very involved in my education, my grades started to improve

and I was in a better place mentally. I began advancing with my reading, which led me to read at
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grade level. My parents became more comfortable when they had questions regarding my

academics, which also made my teacher knowledgeable when I needed the help. They became

my motivation to want to pursue higher education, which is the reason why I attend a four year

university today with hopes of becoming an educator at a low income school.

Literature Synthesis and Integration

What is the Problem/Opportunity

Parent Involvement can be portrayed in many different ways. When a parent is involved

it becomes an opportunity for them to become aware of their childs’ education system they are

currently in. According to McNeal (2014), “Previous research shows inconsistent relationships

between parent involvement and academic achievement and often asks why such inconsistencies

occur.” Which he explains how parental involvement has become a problem. The lack of

parental involvement takes a toll on academic success. When a parent is not involved in the

childs’ education the student becomes unmotivated. Parental involvement becomes important

when wanting to see success in a classroom. Students are not doing well academically and lack

of parental involvement has impacted this issue greatly. All reasonings behind parental

involvement are proven to have positive impacts on academic success. (Coleman 1988, McNeal

1999) state, “Parent involvement can be described as social relations that are imbued with norms

of trust, obligation, or reciprocity”. Which they describe parental involvement as a form of social

capital. Parental involvement is described in many different ways. Parents have their own

personal way of how they portray parental involvement with their children's education. McNeal

(1999) also explains how parental involvement can be viewed in different ways. He explains

how it can be viewed as a parent and child relations, parent and parent relations, and even parent
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to school relations. Each portrayment of parental involvement has a different view and meaning

behind why it is considered to be parental involvement. There are also many opportunities that

come when parental involvement is seen. Positive changes are seen when parental involvement is

more common in education. Parental involvement is a factor that our educational system today is

lacking. Parents are not aware of the importance of a simple involvement may go a long way in

academics. It is affecting our students academics and it has become a very common issue.

Why is it an Issue/Opportunity

The lack of parenting involvement in school has become a concerning and recurring issue

throughout the years. There are many aspects that tie back with this problem. When a parent is

not involved with their children's school it might look like failure to attend school events, parent

teacher conferences, being active with their children's academic success. When parents fail to

attend school events most of the time it is not because they are not willing to do so. Many times

parents of our learners feel like they are not educated enough or know how to approach school

events which is the reason why they fail to attend. Some parents may even feel that the teacher

and school administration are doing their job because they are professionals and at times might

feel intimidated by the lack of knowledge in comparison to these school professionals who are

knowledgeable and trained to do their job. Finders and Lewis (1994) highlights many reasons

why parents lack involvement within schools. They mention that lack of involvement by latino

parents and low-income parents feel disenfranchised from school setting. When parents begin to

feel this way in their children's school setting it becomes an issue that is carried throughout the

years and it makes it much more difficult to become involved in the future. Parents often times
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feel intimidated wanting to become involved as a parent. When school administration and

teachers are not very welcoming parents see the unwelcoming environment and do not become

involved. Teachers and school administration should be capable of understanding parental point

of view on why they are not willing to be involved with school. Salin (2017) states many factors

on why parental involvement is a great issue in our educational system today. She explains

challenges that parents face, many parents have shortages of time. Often times parents have to

work to maintain a particular financial standing of the family which leads to parents not having

enough time in the day to become involved. Illiteracy is also another big factor that takes place

on the reasoning behind why parental involvement has become an issue. When a school

administration do not care or put an importance on parental involvement the parent does not

become interested in becoming involved as well. Language barrier also plays a factor on why

many parents are not involved in their childs’ education. Many times in low income districts

there is a lack of bilingual teachers which leads to parent and school communication skills. When

the parent is not able to communicate with school professionals they are not confident enough to

communicate with them which is why they decide it is easier to not become involved. When

parents do not receive a welcoming environment they are shut down which adds on to another

reason why they do not become involved. It is important to create a welcoming and friendly

spaces for our parents, which will help parental involvement in our educational system.

What Has and/or Should Be Done

​Increasing parental involvement in our educational system has had many techniques that

have been implemented in order to help its growth. Often times many parents are not able to

become involved because of lack of flexibility with their work schedules.

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California Teachers Association (1995) implemented a Family School Partnership Act. This

California law allows parents, grandparents, and guardians to take time off from work and to

participate in their children's school activities. This act was designed to create parental

involvement in schools. It is very detailed with how many hours you are able to ask for off which

according to the article it is forty hours a year. Parent is to communicate with the employer about

time off which should eventually become approved. Under this act parents are safe from

discrimination of employment. This Family School Partnership Act will help students become

more involved and not afraid to ask for time off in order for them to become involved with their

children' school events. Often times many parents are intimidated to ask for time off because

they do not want to be discriminated, however this act is proved to help parents out of this

intimidation.

Challenges of parental involvement in education have been taken into consideration and

there have been different types of accommodations created for these challenges. Salin (n.d) talks

about why parental involvement has become a challenge and also states different reasonings on

how to improve parental involvement. In the article she states how having good communication

with parents can increase parental involvement. When people build good communication trust

begins to form which she implements that schools should have a good form of communication

with parents about the progress of their childs’ education which then they are able to provide

suggestions on how to assist their child academically in order to succeed. Throughout the article,

she also goes into detail about providing workshops for the community. Through these

workshops they will gain skills and knowledge on how to build a better relationship and become

involved in their education.

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Parental involvement can be seen in six different forms. Epstein’s (n.d) explains his type

of framework of the six different types of parental involvement. Parenting can be simply looked

as a form of parental involvement. In the article Epstein talks about how helping parents

establish a home environment where they are able to support the students. The outcome of this

type of parenting would be that parents would become more confident of their parenting and feel

support from school and other parents as well. Teachers would be able to understand the parents

background, concerns and goals. Throughout the article there are different types of forms of

adaptations that would be positive contributes to parental involvement in education. Adapting to

these different types of parenting boost confidence in parental involvement which allows parents

to feel more confident. It is proven to increase parental involvement when adapting to parental

needs.

Increasing parental involvement in school as in previous research has a big debate behind

why it is a problem in today’s educational system. The National Center for School Engagement

(n.d) strictly focuses on increasing parental involvement. In the article they state, “th​e

importance of parental involvement in schools is well documented. Over 30 years of research

shows that one of the most effective ways to increase student achievement is for parents to be

actively involved in the education of their children. A 2002 National Education Service study

indicates that when parents are involved, students tend to achieve more, regardless of

socio-economic status, ethnic/racial background or parents’ educational level.” which explains

what parental involvement is and how it can be increased effectively. The article talks about how

parents can become involved as parents. It ties back into the Episens framework and how

communication, learning at home, volunteering and collaboration with the community are
EYE TO EYE   10 

effective ways to increase parental involvement in schools. A welcoming environment

established in schools is important in order for parents to feel comfortable when becoming

involved.

Method

For this Capstone Project the researchers will investigate how parents view parent
involvement and what they think could be done to improve it. Based on an analysis of the data
and the relevant research literature, the researchers will use what they have learned to formulate
an action that responds to the focus issue in a way that inspires, informs, or involves a particular
audience.

Context

We conducted surveys for parents on campus at a high school located in Seaside,

California. The school resides off Highway 1, only one mile from the Monterey state beach, on
the Monterey Peninsula in a largely Hispanic/ Latino community. As a result, their student body
is 70. 2% of Latino/ Hispanic descent. The second highest demographic is white at a low 7.7 %.
Most of their student body (78.6%) is enrolled as socioeconomically disadvantaged.

Participants and Participant Selection

We will be conducting written surveys for parents on campus at Seaside High

School. parents will be interviewed during the parent workshops that take place on Tuesdays
after 6pm on campus as well. GEAR-UP is a Gaining Early Awareness Reading Undergraduate
program that is offered to all students at Seaside High School. The program works with both
parents and students to efficiently plan student and parent success in the student’s future
education.
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Researcher: Lilliana Orozco. ​This concern is personally meaningful to me in the sense

that parenting involvement is very important to a student’s educational performance. Personally
my parent’s involvement and willingness to be more knowledgeable about my education pushes
me to want to do better. When a student sees that their parents care about their academics they
tend to feel a lot more confident and sometimes feel the need to excel further in their education.
It becomes concerning to me when a students academic success is not going well due to the lack
of parental involvement. Growing up my parents were neither involved in my early childhood
education nor my high school education. The reason for this was because they worked a lot of
overtime and they could not find time. I was raised by my older siblings and they were
supportive throughout my education which made up for the absence of my parent’s support.
Having people that support your academic success can really create a positive impact on your
education.

Researcher: Kara Gearring. ​This concern is meaningful to me because I feel like

having a parent involved in a child’s education is beneficial and I think that if my parents were
not so busy, my academic standing and attitude towards school would have been different. I did
not have anyone to make sure I was doing my work or encouraging me. I had to find motivation
myself and that caused me to produce work that is less than what I am capable of. I relate enough
to the topic to carry out the project well. I have experience with parents who are not very
involved and I also am a good conversationalist. I also tend to be very understanding and
empathetic when listening to people’s stories as well. What makes my perspective different from
my stakeholders is that I am no longer a high school student. I am at a good age where I can
clearly see the perspectives of teachers, students and parents. I work with parents on a daily
basis, I am a student, and I am working my way up to becoming a teacher.

Informants.
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Semi-Structured Survey

The following questions will be asked to parent participants.

Parent

1. What do you think it means to be involved in your child’s education?

2. Do you feel it is necessary to be involved in your child’s education?
3. What kind of actions do you take to stay involved with your child’s academic progress?

4. Are there any obstacles that keep you from doing more or being more involved with your
child’s education ?
5. Is there anything else you’d like to say about being involved in your child’s education?

Procedure

Participants took a survey. All surveys will be done individually . When it is not possible to
interview participants in person, they will be invited to complete a phone interview or paper and
pencil survey of the same questions. Face-to-Face interviews will take less than one hour, be
audio-recorded (with participant consent), and take place in Seaside High School. A
semi-structured interview format will be used for face-to-face interviews, to allow for follow-up
questions to unclear, interesting or unexpected responses. All interviews/surveys will be
scheduled at the convenience of the interviewee and should take approximately 20 minutes to
complete.

Data Analysis
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Results
For this Capstone Project, parents were surveyed on their experience on parental

involvement in the educational school system as well as what they believe can be done to

improve parental involvement. This is important because of the effects parental involvement may

have in a students academic success. It is also important because parents are aware of their

impact on their childs’ education through involvement which they should be given

accommodations if they are needed. Based on an analysis of the data and the relevant research

literature three themes emerged. Evidence-based decision making required evaluating each

potential Action Option by the following criteria: Amount of time from teachers and schools, the

level of flexibility, and the amount of time needed from parents. Based on each Action Option an

action will be recommended and justified.

Table 1

Evaluation of Action Options

AMOUNT OF AMOUNT OF

TEACHER/SCHOO FLEXIBILITY PARENT

L TIME TIME

Workshops/Resource High High Moderate

s in other Languages
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Design Interactive Moderate High High

Homework

Low High Low

Availability Requests

[Remember, as you describe each action option below, your reader SHOULD NOT be able to

tell which option you favor]

Workshops and Resources in other languages

One of the most common issues mentioned by parents when it comes to being involved with

their child’s education is the language barrier. This is a pattern noticed in the data collected as

well as the research conducted. When developing a resource in other languages it should be

correlated to the demographic that lives in the area. For example, if a school is located in a

predominantly Latino/ Hispanic community the resources should be available in Spanish along :

with English. Resources include: parent workshops, newsletters, emails or even automated phone

calls. This action to involve a wider range of parents could dissolve the school and the staff’s

time because it requires planning and participation. The staff must compose resources,translate

them and then present them to parents. This option has high flexibility because it tailors to the

needs of forgein language speakers and it could be a great tool used by a variety of communities.

It provides inclusion for parents who don’t speak english in addition to building trust and

communication between parents and teachers.

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Design Interactive Homework Option 2

This action is meant to involve parents directly at home. By giving the student work that requires

interaction with parents, it improves communication between parent and student while also

giving the parent a glimpse into what their child is learning. This method could also lead to more

information being given about parents and family background. For example, if a teacher gave an

assignment for the student to do a family tree it could provide reason for parent and students to

communicate and learn about their history. It could also lead to learning where the child and

their family comes from, if their parents speak another language, and insight on who is in a

child’s life to communicate with. All of this information could be used to understand how a

student operates and how to connect with their parents. This option takes a moderate amount of

teachers’ time because all they have to do is create the assignment then analyze the information

given to come up with viable solutions. Flexibility is high because it allows for all students to

participate with their families and a wide range of results can come from it. The amount of parent

time needed is a lot because the action takes place at home. In order for this option to work, a

parent or guardian must be present enough to give good information for their student to hand

back or present to their teacher.

Availability Requests Option 3

This last option is to allow parents the opportunity to give teachers times and days that they are

available to meet or talk on the phone about their child’s progress and/ or what they can do to

increase their student’s academic success. If a teacher hands out or emails availability requests

that parents can give back it will be easier to schedule meetings, make calls or schedule events at
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different times instead of consistent timeframes so the majority of parents can participate. For

instance, if most parents are available in the evenings on weekdays then create an event that is

during that time. If some parents are available in the mornings then do a morning or during

school event that parents can volunteer for or participate in. Availability requests could also

include questions about transportation and language preference. This option requires a low

amount of teacher time because all they need to do is send out the sheet to be filled out. Parents

are required to fill it out but it should not take up more than 5 minutes of their time to fill out.

Flexibility is high because the option recognizes the varying schedules and situations of parents

and allows for accomodation where it is needed.

Conclusion

Of the 3 options discussed, I believe option 3: Availability requests to be the most

effective way of increasing parent involvement through collaboration and adaptation. One

limitation of my critical analysis is the assumption of low parent involvement rates affecting

student’s grades. It was difficult for me to find correlation between parent involvement and

student achievement through statistical analysis that was understandable and viable. This

information could have provided better insight on the importance of parent engagement and how

it affects a child’s success. I believe my assumption to be valid because one can not measure

involvement because there are so many different types that are to be considered and an

individual’s definition of academic success could have a variety of definitions.

A couple concessions need to be addressed. One Option 1 of creating workshops and

resources in other languages is a great way to be more inclusive of other backgrounds and

cultures and gives parents a sense of a school’s willingness to adapt. While it shows great effort
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on the school’s part, there is still the possibility that parents will not show up to workshops

because of time constraints or parents that do not know how to operate some technology that

requires them to open emails or access the school website to look at newsletters or progress

reports. The second concession to be considered is Option 2: Designing Interactive Homework.

This option is perfect for trying to get parents to be apart of their child’s learning experience. It

could prove to be ineffective because one can not monitor what goes on at home so a student

could just be doing the work themselves or a parent could be doing it for them. This option

encourages involvement but can not guarantee it and a teacher can not know if parent

engagement took place.

I believe that Option 3: is best because it is an easy and quick way to get a better

understanding of a parent and their needs. The option can be altered to get more information. A

teacher could ask the best days and times they are available along with updated contact info

(phone number, email, address,etc.), language preference, transportation most frequently used,

events they would want to be involved with, and if they want to help in the classroom. This

option also shows that the school willing to reach out and work with individual parents based on

their needs and availability and It gives parents a welcome mat into their student’s academic

lives. The questionnaire could be emailed on a google form or handed out on paper for parents

who are not technologically inclined. One limitation of this option is that one may not get results

if parents do not send the questionnaire back or are not given sufficient amount of time to fill it

out. I suggest giving it to parents before the school year starts and on the first day of school

through email and handouts. It will take time to make copies and decide what information is

needed most but the task is not overly time consuming for teachers or parents and is flexible for
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parents to fill out during their individual free time. I firmly believe this option saves time and

adds flexibility for parents who need accommodating.

Action Documentation and Critical Reflection

Adapting to parental needs is our focus to increase parental involvement in education. In

the educational field today there is a lack of parental involvement. Many parents often have

different reasonings why they are not involved in their child’s education. Throughout the

semester we had to privilege to partner up with UC Santa Cruz GEAR-UP Family involvement

program. This program is in a high school located in a low income community. The program

works with parents and provides workshops and resources available for them to become familiar

with different ways to become more involved in their child’s education. After becoming familiar

with this program we came across three different action options. We surveyed parents questions

regarding parental involvement and what they believe can be done to improve it. After looking at

our results our first action option was workshops/resources in different languages. The second

option was to design parent and student interactive homework. Our third option was a parent

availability request. We decided to implement our third option which was the parent availability

request. The reasoning for choosing that option was because it was low in amount of teacher and

school time as well as amount of parent time put into this option. It would be the most

convenient option in comparison to the other two action option we discussed.

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The images below are screenshots of the Availability Request form we created for our Action

Documentation form. It has detailed questions on parental availability in order to improve

flexibility with the parent and school to create events that accommodated best to parent time and

need.

Image 1 Image 2

https://docs.google.com/forms/d/e/1FAIpQLScaD4joHmFi1v9OuJtS5zndNIMo6Sip38nBWH7U
Jx4XFG-ChQ/viewform?usp=pp_url
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Action Research Project Documentation and Reflection

We created an availability request form through google forms as well as a form in paper

based form. It would be a very simple task, parents would fill out this availability form that

would be sent out with their child home. The availability form would consist of questions

regarding the parents availability. It would also ask questions along the line of transportation,

language preference, name, best contact information etc. The child would bring this form back to

school and the school administration would read the information on this form which will help

them create parent school events according to parental response of the availability form. This

action option will help increase parental involvement in children's education. It was successful in

a way that we were able to create the google form but we did not receive as much information as

we would have liked to. Throughout our action option we found ourselves needing to make

modifications in the way that we would have parents access this form in a secure manner. I now

know that getting parents to fill out forms is actually much harder than expected. We realized

that you have to bribe parents to want to do it and also finding ways that will get you a

guaranteed response back from parents. I learned a lot about myself through this action. I see

myself using this option in my future career, parental involvement is very important to me which

leads me to want to find actions to implement parental involvement in my classroom.

Synthesis and Integration

Liberal Studies MLOs, the required coursework, and this Action Research Project has

impacted my professional development in positive ways. Required coursework allowed me to

gain knowledge on Liberal Studies MLOs. We gained community experience through being able
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to partner up with a program that serves our community. Through this experience we were able

to gain a lot of useful tools and new knowledge that we will be able to use in our future careers.

We practiced a lot of research through the required coursework which allowed us to become

more knowledgeable on parental involvement. Our community is very diverse which was

something we were able to see in the eyes of education. Many parents come from familiar

background like my parents which helped me comprehend more of a reasoning why my parents

were not involved in my education growing up. Each MLO has been covered through the

required coursework in Liberal Studies. After reflecting new knowledge that I have gained and

connecting it to these five MLOs it is only right for me to begin thinking of the next steps that

will be taken in order to become the professional that I envision being. I aspire to use the skills I

have learned through these MLOs and implementing them in my future classroom. I am able to

become more aware of the different backgrounds that students will come from and being able to

adapt to them. I am a developing educator that will provide my future students with the skills

they will need in order for them to be successful in their education.

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10 References

Challenges of Parental Involvement in Education. (2017, November 20). Retrieved from

https://www.humanandhopeassociation.org/challenges-parental-involvement-education/​.

Family Involvement. (n.d.). Retrieved from

https://www.cta.org/Parents-and-Community/Family-Involvement/school/Family-School-P

artnership-Act.aspx​.

Finders , M., & Lewis, C. (n.d.). Why Some Parents Don't Come to School. Retrieved from

http://www.ascd.org/publications/educational-leadership/may94/vol51/num08/Why-Som

e-Parents-Don't-Come-to-School.aspx​.

Challenges of Parental Involvement in Education. (2017, November 20). Retrieved from

https://www.humanandhopeassociation.org/challenges-parental-involvement-education/​.

Dwyer, D. J., & Hecht, J. B. (1992). Minimal Parental Involvement . Retrieved from

http://www.adi.org/journal/ss01/chapters/Chapter20-Dwyer&Hecht.pdf​.

McNeal Jr., R. B. (2014). Parent Involvement, Academic Achievement and the Role of Student

Attitudes and Behaviors as Mediators. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1053945.pdf​.

Epstein, J. L. (n.d.). Epstein's Framework of Six Types of Involvement. Retrieved from

https://www.sps186.org/downloads/table/13040/6TypesJ.Epstien.pdf​.

Increasing Parental Involvement. (n.d.). Retrieved from

http://schoolengagement.org/school-engagement-services/increasing-parental-involvement/​.

Epstein, J. L., & Salinas, K. C. (2004, May). Partnering with Families and Communities .

Retrieved from ​http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200405_epstein.pdf​.