Children Education Military Deployed Parent Perceptions of Involvement Multiple Chapters

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Military Deployed Parent Perceptions of Involvement in the Education of their ChildrenChapter Four: FindingsOverviewThis transcendental phenomenological study\'s objective was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child\'s education. Within the broad objective, the central question was: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child\'s education? However, to capture all the necessary details required to give the study\'s best outcomes, other three sub-questions were used to narrow the study\'s findings and relevance. These were:1. How do military parents describe their involvement in their children\'s education while deployed?2. How do military parents perceive the impact of their deployment on the family and particularly on their child\'s academic performance?3. What challenges do military parents who are deployed face while trying to stay involved in their children\'s education?This chapter gives an introduction and description of the participants who willingly and after being given exclusive details about the study, accepted to be part of it. It also responds to the research questions listed above by reflecting on the details provided by the participants. Answers have the formulated through analyzing themes using a description that obeys both structural and textural methodologies. The last section of this chapter integrates a summary of the key items covered in the chapter.ParticipantsThis research study participants were U.S. military parents of school-aged (Pre-K-12) children in the United States and are currently in school. The participants have some hands-on experience in their interaction with deployment procedures and so acts as the ideal representatives of the military deployed in various parts of the world and varying durations of time. The demographic information has been provided in the table labeled \"Data Collection 1.\" To analyze further the different outcomes of the collected data, individual details of the participants have been analyzed.As in the case with many instances of phenomenological studies, data collected has been recorded as given by the participants. In that regard, there are occurrences that the shared information fails to meet grammatical standards, but the data is clear enough and valid for analysis. For confidentiality, some of the details have been coded as requested by the participants when filling in the consent forms. However, the coding has not compromised the quality of the shared data in any way. The sections below illustrate the data collected for each of the individuals. A detailed analysis has been provided for each of them.Mike WilliamMike is an army officer, male and aged 40 years. He holds the rank of LTC and has attained an M.A. education level. He is Caucasian by race. Mike had not been deployed and hence acted as a reference point of comparing with those active participants of the deployment process. Mike has two children who are within the K-12 bracket that formed the basis of this study. Mike explains that deployment would be hard for him due to the complexity of the process involved in helping children in their education. Despite these challenges outlined by Mike, financial stability and family support are crucial during the deployment process.Mike shares his experience and the challenges that arise when attempting to participate in a child\'s education during the deployment phase. He says that:The biggest challenge I would say is not being able to communicate with my kids at a convenient time. Unfortunately, due to time zone difference, they\'re normally asleep when I\'m up, so in order to communicate I would have to stay up late or ask them stay up late, neither was ideal, but I think we did our best to make it work.Despite these challenges,…

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…MilitaryDeployedParentPerceptionsofInvolvementintheEducationoftheirChildrenChapterFour:FindingsOverviewThistranscendentalphenomenologicalstudy\'sobjectivewastoexploretheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation.Withinthebroadobjective,thecentralquestionwas:Whataretheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation?However,tocaptureallthenecessarydetailsrequiredtogivethestudy\'sbestoutcomes,otherthreesub-questionswereusedtonarrowthestudy\'sfindingsandrelevance.Thesewere:1.Howdomilitaryparentsdescribetheirinvolvementintheirchildren\'seducationwhiledeployed?2.Howdomilitaryparentsperceivetheimpactoftheirdeploymentonthefamilyandparticularlyontheirchild\'sacademicperformance?3.Whatchallengesdomilitaryparentswhoaredeployedfacewhiletryingtostayinvolvedintheirchildren\'seducation?Thischaptergivesanintroductionanddescriptionoftheparticipantswhowillinglyandafterbeinggivenexclusivedetailsaboutthestudy,acceptedtobepartofit.Italsorespondstotheresearchquestionslistedabovebyreflectingonthedetailsprovidedbytheparticipants.Answershavetheformulatedthroughanalyzingthemesusingadescriptionthatobeysbothstructuralandtexturalmethodologies.Thelastsectionofthischapterintegratesasummaryofthekeyitemscoveredinthechapter.ParticipantsThisresearchstudyparticipantswereU.S.militaryparentsofschool-aged(Pre-K-12)childrenintheUnitedStatesandarecurrentlyinschool.Theparticipantshavesomehands-onexperienceintheirinteractionwithdeploymentproceduresandsoactsastheidealrepresentativesofthemilitarydeployedinvariouspartsoftheworldandvaryingdurationsoftime.Thedemographicinformationhasbeenprovidedinthetablelabeled\"DataCollection1.\"Toanalyzefurtherthedifferentoutcomesofthecollecteddata,individualdetailsoftheparticipantshavebeenanalyzed.Asinthecasewithmanyinstancesofphenomenologicalstudies,datacollectedhasbeenrecordedasgivenbytheparticipants.Inthatregard,thereareoccurrencesthatthesharedinformationfailstomeetgrammaticalstandards,butthedataisclearenoughandvalidforanalysis.Forconfidentiality,someofthedetailshavebeencodedasrequestedbytheparticipantswhenfillingintheconsentforms.However,thecodinghasnotcompromisedthequalityoftheshareddatainanyway.Thesectionsbelowillustratethedatacollectedforeachoftheindividuals.Adetailedanalysishasbeenprovidedforeachofthem.MikeWilliamMikeisanarmyofficer,maleandaged40years.HeholdstherankofLTCandhasattainedanM.A.educationlevel.HeisCaucasianbyrace.Mikehadnotbeendeployedandhenceactedasareferencepointofcomparingwiththoseactiveparticipantsofthedeploymentprocess.MikehastwochildrenwhoarewithintheK-12bracketthatformedthebasisofthisstudy.Mikeexplainsthatdeploymentwouldbehardforhimduetothecomplexityoftheprocessinvolvedinhelpingchildrenintheireducation.DespitethesechallengesoutlinedbyMike,financialstabilityandfamilysupportarecrucialduringthedeploymentprocess.Mikeshareshisexperienceandthechallengesthatarisewhenattemptingtoparticipateinachild\'seducationduringthedeploymentphase.Hesaysthat:ThebiggestchallengeIwouldsayisnotbeingabletocommunicatewithmykidsataconvenienttime.Unfortunately,duetotimezonedifference,they\'renormallyasleepwhenI\'mup,soinordertocommunicateIwouldhavetostayuplateoraskthemstayuplate,neitherwasideal,butIthinkwedidourbesttomakeitwork.Despitethesechallenges,Mikeexplainsthatthemilitaryworkhasbeenidealforhim,andhehasmanagedtorisetodifferentranks.Heviewsparentalperceptionasascenariothatensuressupportforeveryone,butparentscannotgivethissupportduringthedeployment,andtherefore,everythingseemstochange.Inthisview,hegivesacomparisonbetweenchildsupportwhendeployedandwhennotdeployed.Availabilityallowsparentstoparticipateinthelearningofchildrenbyguidingthemintheirhomework.Suchopportunitiesarenotavailablefordeployedparents.Onthebehaviorofchildren,Mikeexplainsthat\"theyseemedtobemoreindependentandyoufeellikeyou\'renotreallypartofthatmovementorprocess.\"Parentsareleftwiththeoptionsofusingdifferentmethodstoengagechildren.Thatis\"Internet,email,Instagram,socialmedia.FaceTime.Phonecalls.Allthatstuff.Sometimestheyliketosendletterstokeepitfun.WhenI\'mhome,I\'mjustwiththemasmuchaspossible,goingtotheirschoolforthings,helpingwithmathandreading.\"Mikeexplainsthatduringdeployment,thespousewasinstrumentalinenhancingtheparticipationofchildren,butthishasnotbeenwithoutsomechallenges.Besides,children\"don\'tlikethatI\'maway,andIcan\'tbetherelikeIwanttobeandtheyfeelthatIthink.It\'shardforthemandtheystruggle.\"Attimes,duringthedeploymentphase,parentsfacechallengesthatstopsthemfromparticipatinginchildren\'seducation.Forexample,\"beingonpatrol,itfeltlikeweekswentbywithoutbeingabletocommunicatewiththefamily.Duringthosetimes,IfeltIhadnoideawhatwasgoingonbackhome.\"ChristopherBarnetBarnetisanarmyofficer,maleandaged42years.HeholdstherankofSGMandhasattainedaB.A.educationlevel.HeisAfricanAmericanbyrace.Barnethadnotbeendeployedandhenceactedasareferencepointforcomparingthosewhohavebeenactiveparticipantsofthedeploymentprocess.BarnethasonechildwhoiswithintheK-12bracketthatformedthebasisofthisstudy.Duringdatacollection,Barnetexplainedthatitischallengingtoparticipateinchildren\'seducationafterdeployment.Itistheteacherswhotakeuptherolethatparentsaresupposedtobeplaying.Thatis:Teacherswereabigfactor,especiallybeinginthemilitary.Inmypersonalopinion,Ithinkteachersinmilitaryschoolstendtobealittlemoreempathictowardsstudentswithdeployedparents,becausetheythemselvesorinmilitaryhouseholdorhaveexperienceotherstudentsinthesamescenario.Themainchallengeofbeingabsentisthelackoftheopportunitytohavephysicalinteractionwiththechildrenconsideringthat,Barnetbelievesingivingpracticalguidance.Thoughsomeofthethingscouldbeinstructedthroughphone,therewasamajordifferencewithwhatface-to-faceinteractionoffers.ItgetscomplicatedfordivorcedparentslikeBarnetbecauseofthelackoftheopportunitytobringthefamilytogether.Altogether,Barnetlovesthejobbutmissesretirementbecausehewillgetampletimetointeractwithhisson,whoisonlysevenyearsold.Ontheperceptionsthatparentshaveregardingdeployment,Barnetsaysthat:Justtryingtohavethetimetositdownandbethereforthekid.Itmakesithardwhenonepersondoesn\'twanttohelp,andthenifyou\'redeployedit\'slikeyoudon\'tevenhavethatopportunity,so…Iwouldsayparentalinvolvementisexactlywhatitsounds—beinginvolved.Theinitialmeaningofdeploymentdoesnotchangewhetherdeployedornot,onlythatduringdeployment,involvementbecomesmorechallenging.Duringthedeploymentphase,thereismorerelianceonwhatspousesorfamilymembersoffertothechildren.Unfortunately,duringdeployment,children\'sbehaviorchanges,andmanythingsaretreatedwithuncertainty.\"Everythingiskindofupsidedownafteradivorceandevenbefore…soeverythingisalwayskindoftenseanduncertain,whetherI\'mdeployedornot.Insomewaysitalmostfeelslikebeingdeployediseasier.\"Evenwhendeployedparentsgethome,theystillhavesomeworktodo,meaningthattheyareunabletoofferthebesttothechildren.Onlyminimaltimeislefttointeractwiththekids.Thedeploymentalsoaffectsthespouse,andforBarnet,itwasaformofbreakfromtherelationship.Theconnectionandclosenessthatexistedbeforedeploymentweakens.Itbecomesincrediblychallengingwhenoneofthespouseshasadifferentopiniononeducation.WhileBarnetwasabelieverineducation,hisspousetooktheoppositedirection,andsotheeffectsofdeploymentwereimmenseonthekid\'seducation.ForBarnet,theperceptionofdeploymentwasbad,andthechildlackedconsistentguidance,whichledtopoorperformance.\"Ithinkjustbeingdeployedisbarrier,especiallyasitrelatestostayinginvolvetheireducation.Everydaycomeswithnewchallengesandobstacles.Youjusthavetoflexibleandtacklethemastheycome.\"Barnetfeelsthatdeploymentdeniedhimachancetoparticipateevenmoreinthechild\'seducationlifebyevenengagingwiththeteachersinaclosermannerorusingmorealternativemethodslikeemails.Thesearesomeofthethingsthatcouldaswellbeenfacilitatedevenduringthedeployment.Thiswasafailureofhisside.However,thegeneralinteractionwassignificantlyalteredinthat\"Iwouldprobablysaymyinteractionwentfromonetotwotimesamonthtozero.Itriedacoupletimestotouchbasiswithafewoftheirteachers,butbecauseofthetimezonedifferent,itjustwasn\'tpossible.\"Thisisregardlessofthedeploymentphaseoneisin.AccordingtoBarnet,thebestsolutionfordeployedparentsistoensurethattheyhavefamilysupportallthetime.JohnathonSteelyJohnathonisanarmyofficer,maleandaged38years.HeholdstherankofISGandhasattainedanH.S.educationlevel.HeisHispanicbyrace.Johnathonhadnotbeendeployedandhenceactedasareferencepointforcomparingthosewhohavebeenactiveparticipantsofthedeploymentprocess.JohnathonhastwochildrenwhoarewithintheK-12bracketthatformedthebasisofthisstudy.Steelyexplainsthatthekidshavebeenfriendlytothemom,andunlikehimself,thewifeisveryeducatedhenceunderstandstheeducationsystems.Itimpliesthatshecandevelopbetterschedulesthatmeettheneedsofthechildrenandequallycollaboratewithteachersduringmytimeofdeployment.However,communicationwasamajorchallengeduringweaksignalsintheareasofdeployment,andoftenthemissiondidnotallowampletimetointeractwiththechildren.Thebondcontinuedtoweaken,andparticipationinchildren\'seducationwasinsignificant.ThisisdespitethelovethatSteelyhasforthemilitaryjob.\"Ihaveawonderfulfamily,lovespendingtimewiththem,andlovemyjobinthemilitary.Igettoservemycountry,traveltheworld,andexperiencethingsIwouldnothavebeenabletoinanyotherprofession.\"Steelyperceivesparentalengagementasasituationwhereparentsdedicateenoughtimetotheirchildren\'seducation.ThischangesduringdeploymentandisanalogoustothestateofvirtuallearningthattookshapeaftertheemergenceoftheCOVID-19pandemic.Despitethesechallenges,Steelyexplainsthathehadplayedhisroleasafatherwhenhewasdeployed.He,however,appreciatesthedifferencesinthechildren\'sbehaviorwhenaway,andtocounterthis,hehadtoalwaysremainontopofthemainthingsthataffectedthechildren.Thedifferenceismorepronouncedbecausewhenheisathome,heengageswiththechildrenindoingtheassignmentsunlikewhenawaywhenhehastodedicateadifferentformofenergyandfocusonservingthechildren.Intermsoftheeffectsonthespouseandhowtheyrespondtotheabsence,Steelyexplainsthatthewifeisdedicatedtoseeingthechildrengetthebesteveninhisabsence,butitisnevereasytosaygoodbye.Whenaway,speakingtothechildrenencouragesthembyindicatingwhatheexpectedofthem.Thetalkismainlysupportive.Forhim,thedeploymentdoesnothaveasignificanteffectontheperformanceofthechildren.Theonlychallengesetsinwhentravelingacrossdifferentlocationswhereitbecomeschallengingtomaintainconstantcommunicationwiththechildrenandalsochecktheirassignments.Thoughdistantcommunicationhassomerewards,Steelyexplainsthatphonecommunicationdoesnotofferenoughasface-to-facecommunicationdoes.Steelyexplainsthatthebestsolutionistokeepconstantcommunicationwiththespouseandchildrentocounterallthesechallenges.ZacCaldwellZacisanarmyofficer,maleandaged30years.HeholdstherankofSSGandhasattainedanH.S.educationlevel.HeisCaucasianbyrace.Zachadnotbeendeployedandhenceactedasareferencepointofcomparingwiththosewhohavebeenactiveparticipantsofthedeploymentprocess.ZachastwochildrenwhoarewithintheK-12bracketthatformedthebasisofthisstudy.AccordingtoZac,hewasabletokeepconstantcommunicationwiththechildren,atleastforthelargerpartofthedeploymentperiod.Asfarastheeducators,familyandfinancialsupport,andotherattributesareconcernedinsupportofchildren\'seducation,Zacsays,\"Ithinkit\'sacombinationofalltheabove.Family,educators,andmycommunityallplayedamajorroleinassistingmychildrenintheireducationwhileIwasdeployed.IdidwhatIcouldfromafar,butthesesystemssteppedinandfilledinwhereIcouldn\'t,andI\'mextremelygratefulforthat.\"Zacexplainsmultiplechallengesthathindercommunicationwithchildrenduringthedeploymentphase.Themostconspicuousoneispsychologicalinnatureduetoanxietyandstressfulconditions.Whilehebelievedthatthechildrenweredoingfine,hecouldnotstophimselffromthinkingabouttheeffectsofhisabsence,especiallyinregardtotheireducation.Hevalueseducation,andinthisregard,hehopestogetbacktoschooltoadvancehisstudiesandprobablygetpromoted.Heloveshisjobbuthatesdeployments.AccordingtoZac,parentalinvolvementinchildren\'seducationentailsensuringthatschoolworkisdone.Thesamedefinitionholdsduringthedeploymentperiod,buttheeffectsareslightlydifferentasthechildrencontinuetogrowbecausethedegreeofinvolvementreduces.Duringthedeploymentperiod,Zac\'srolechanges,andmostoftheresponsibilitiesaretransferredtothewife,butthechildrenarehappierwhenheisathome.Tokeeptheinvolvementgoingevenduringdeployment,Zackeepscontactwiththechildrenthoughwithfewwordsofengagement.Thewifebriefshimaboutthechildren\'sprogress.However,itisnevereasyforher,andZactriestominimizethepressurebylettingherofferthebestshecanforchildren\'seducation.Deploymentmakesithardforthechildrentocopewiththeireducation.Theonlyadvantagewasthepresenceoftheirmotherandconstantcommunicationthathelpedinaddressingdailychallenges.Butoverall,Zacexplainsthatthereweremajorchallengesduringtheentiredeploymentperiod.However,pre-deploymentismostchallenging,butthetrickisalwaystobalancefamilyandwork.ChristopherBrownBrownisanarmyofficer,maleandaged36years.HeholdstherankofaMajorandhasattainedanM.A.educationlevel.HeisCaucasianbyrace.Brownhadnotbeendeployedandhenceactedasareferencepointofcomparingwiththosewhohavebeenactiveparticipantsofthedeploymentprocess.BrownhasthreechildrenwhoarewithintheK-12bracketthatformedthebasisofthisstudy.Brownexplainsthattheprocessofdeploymenthasbothgoodandbadeffects,butfamilyandchurchhavebeeninstrumentalinchildren\'seducation.However,hequotesoneoftheprimarychallengesfacedduringthedeploymentperiodsayingthat:NotbeingabletocommunicateasoftenandasmuchasIwouldlikewasdefinitelyachallenge,notjustformebutforthemaswell.Ourfamilyisprettytightknit,mywifeandIhavealwaysencouragedourkidstocommunicatewithusaboutanyandeverything.Whiledeployed,Iwasn\'tabletoprovidemykidsthatopportunity.BrownhasbeenaMajorintheU.S.Armybutaspirestobecomeapastorafterretirement.Heholdsaverystrongattachmenttofamilyandmeanseverythingtohim;thisisdespiteservingthemilitaryfor18years.Initially,hefocusedonthebenefitsthatcomewithservingthemilitary,butthegoalschangedtobecomeaservantofthepeopleanddifferentorganizations.AccordingtoBrown,parentalinvolvementinchildren\'seducationreferstodoingdutiesofsupportingchildrenintheireducation.Thisistobedonetoovercomeanyobstaclesthatmaycompromisethisinvolvement.Thisdefinitiondoesnotchangeevenduringthedeploymentperiodbecausetheresponsibilitiesremainthesame.BrownreliesonwhatfaithoffersandtheprotectionofChristinwhatobstaclesthathefacesduringthedeployment.HeleaveseverythingtoGod,andthismakesiteasyforhimtoaddressmultiplechallenges.Hisroleinchildren\'seducationremainsthesame,whetherdeployedornot,andhehastaughtthechildrentoacceptthisaspect.Evenduringdeployment,thechildrenhavelearnedtostepupandbecomemoreresponsibleandhavealwaysdonewhatisexpectedofthem.Brownusesface-to-faceengagementwithchildrenwhennotdeployedbutchangestolettersandemailsduringdeployment.Thiscontactisessentialinestablishingaconnectionthat,inturn,keepsthechildrenmotivated.Thespousealsoplaysasupportiveroleinnurturingtheeducationlifeofchildren.WheneverBrownspoketothechildrenduringthedeploymentperiod,heinsistedontheimportanceofeducationandschooling.Itwaspartofournormalconversations.Deploymentdoesnotseemtoaffectthechildren,andtheyremainedfocusedandengaging.Duringdeployment,Brownfacednumerouschallengesthatcouldhaveaffectedhowheplayedhissupportiveroleinchildren\'seducation.Instead,heusedthemasalearningpointandhastrainedthechildrentoalwaysviewchallengesasopportunities.However,Brownfeelsthatduringdeployment,thetimeofinvolvementissignificantlyreducedandneverhasalengthyinteraction.Similarly,theinteractionwitheducatorshaschangedbecauseBrownusedhiswifetoreachtheteachers,unlikeothertimeswhenhecouldeasilyengagethemdirectly.Thecentralpointistoalwaysensurethatthefamilysupportsystemisstrongenoughtoguaranteeconsistentinvolvementinchildren\'seducation.BillyMathewsBillyisanarmyofficer,maleandaged44years.HeholdstherankofSGMandhasattainedaB.A.educationlevel.HeisAfricanAmericanbyrace.Billyhadnotbeendeployedandhenceactedasareferencepointofcomparingwiththosewhohavebeenactiveparticipantsofthedeploymentprocess.BillyhasthreechildrenwhoarewithintheK-12bracketthatformedthebasisofthisstudy.AccordingtoBilly,deploymentispartofthejobandshouldnotbeanexcuseofhowwesupportchildrenintheireducation.Hisbigfamilyprovidesenoughsupportfortheeducationofthechildren.Hesays,\"Ihaveaprettybigfamily,andforthemostpart,wewereinaprettygoodfinancialstate,sothosetwofactorsdefinitelyplayedamajorrole.IwouldsaythatthestrongbondIsharewithmywifeandkidsreallymadethingsgosmoothly.\"However,Billyfindsdeploymentachallengewhenhefailstoofferthemaximumsupportthatheshouldgivetohiswife.Shehastohandlebothhouseholdresponsibilitiesandplayanactivepartintheeducationofchildren.Sheservesthemother-fatherrole,whichischallenging.DespiteBilly\'swillingnesstohelpher,therewaslittlehecoulddo.Helooksforwardtoasmoothretirementandtakingtimeoffthemilitaryduties.Afterall,Billyhasservedfor20years.Billyloveshisjobanddoesnotcomplainabouttheassignedduties.AccordingtoBilly,parentalinvolvementinchildren\'seducationinvolvesestablishingrules,attainingconsistency,andplayedtheoversightroletoensurethatchildrenareaccountable.Thedefinitiondoesnotchangeevenduringdeployment,onlythatitlimitswhatapersoncandoinmeetingtheirduties.Intermsoftheperceptionofchildrenintheabsenceoftheparent,physicalinteractionisabsent,butevenso,Billysaysthatchildrenareawarethatheisnotinchargeofhelpingthemintheirschoolwork.Thebestthataparentcandoinsuchcircumstancesistoensurethatthechildrenaretaughttobeaccountable.Evenintermsoftheirbehavior,Billysaysthatnodifferencewasvisiblebecausetheyhavebeentaughthowtoberesponsible.Duringdeployment,Billyexplainsthatthemethodofinvolvementchanges.Discipliningthembecomeschallenging,anditonlymeansthattheyhavetodisciplinethemselvesandequallyletthemothertakeuptheresponsibility.Fortunately,Billy\'sspousehasalltheskillstohandlenumeroussituationsrelatingtochildrenandonlyasksformyinputifreallyinneedofit.Challengessetinduetocommunicationdifficultiesduetothenetwork,andwhendeployedinregionsthathaveextremelydifferenttimezones,communicationisaffected.Thedeploymentalsoaffectsthefrequencyofinteractingwitheducators.AccordingtoBilly,itisvitalforparentstobeflexibleandbereadyforthegrowingdynamics.BillSchneiderBillisanarmyofficer,maleandaged34years.Heholdstherankof1LTandhasattainedaB.S.educationlevel.HeisAfricanAmericanbyrace.Billhadbeendeployedandhenceactedasareferencepointofcomparingwiththosewhohavenotbeenactiveparticipantsofthedeploymentprocess.BillhasthreechildrenwhoarewithintheK-12bracketthatformedthebasisofthisstudy.Billexplainsthatduringdeployment,hewasscaredthatchildren\'seducationwasgoingtobesignificantlyaffected.ForBill,theonlysupportwastocomefromhiswifeandrelatives,especiallyconcerningtheirstudies.TimedifferenceswouldbeasignificantchallengeforBillbecauseitwouldaffectthecommunicationprocess.Itmeantsacrificingmoretimetoremainawaketomatchthetimezoneofthechildren.Billonlymakesnightcallsduringweekendswhenkidsarenotexpectedtoriseforschool.Billviewsthemilitaryjoblikeanyotherformoftask,andwhatisexpectedofhiminparentalinvolvementinchildren\'seducationhaslittleeffect.Tohim,parentalinvolvementincludesavailinghimselfforchildreninallneeds,includingmoralupbringing,financiallyandemotionally.ThedifferenceinthisdefinitionchangesslightlyduringdeploymentbecauseBilldoesnotgettheopportunitytooffermoralsupportwheninamission.Inthisview,thereisachangeintheroles.Billsays:ThebiggestdifferencesofarisnotbeingabletocheckinwithteachersasmuchasIwouldlike.Mostschoolsarenowvirtualbecauseofthepandemic,sothatdoeshelp,becauseIcouldaccessmykid\'sprogressonline,butifIhaveanyquestions,I\'mnotalwaysabletocontacttheteachersforaquickresponsebecauseofthetimezonedifference.However,Billexplainsthatheisveryactiveinthelivesofhiskidsespeciallywhennotdeployed.Butwithdistanceseparation,theface-to-faceinteractionschangeandBillhastouseWhatsAppandothersocialmediaplatformstoenhanceinteractions.Butthespouseplayedasignificantroleinchildren\'seducation.Billsaysthat:Myfirstdeploymentwasprettyhardonmywife,ittooksometimeforhertogetadjustedtomenotbeingtheretohelpoutwiththekidsandtheireducation.But,mycurrentdeploymenthasn\'tbeentoobad,Ithinkshewasdefinitelybetterpreparedandknewwhattoexpect,intermsofhavingtotakeonmoreresponsibilityinmyabsence.Wealsoestablishedanetworkoffamilyandfriendsthatarewillingtohelpoutifshegetsoverwhelm.WhenBillfirstengagedwiththechildrenduringdeployment,herealizedthattheyweresadabouthisabsenceandhisonlywishisthatthefeelingwouldnotaffecttheireducation.Bill\'sperceptionisthatthechildrenattimesfailtounderstandtheyhehadtoleaveforworkandnotnecessarilyleavethem.Theyalsofailtounderstandtheconsequencesofhimnotgoingtoworkandwhatthatwouldmeanintheireducationlife.ThedeploymentalsodeniesBilltheopportunitytoplayanactiveroleinchildren\'seducation,andhehastoassumesomedutiesinvirtualmethods.Manyphasesofthechildren\'seducationhavetogowithouthisinvolvement.Often,Billfeelsthatheisnotofferingthebesttothechildren.Forexample,thedaughterloveswhenhereadssomestoriesforherbeforebedtime.WhilethesehavebeenfacilitatedthroughtheuseofFaceTime,theeffecthasbeendifferent.Deploymenthasalsomadeinteractionwithteachersandeducatorschallenging.Thiseffectiscommonforallthestages,butdeploymentisthemostchallengingforBill.AccordingtoBill,thebestadvicetoparentsistoexplaintothekidsaboutthechallengesthatcomewithdeploymentandgivethemonlyrealisticexpectations.Doingthisandconstantcommunicationreducesinstancesoffrustration.ChrisMurphyChrisisanavyofficer,maleandaged34years.HeholdstherankofCPTandhasattainedaB.S.educationlevel.HeisAfricanAmericanbyrace.Chrishadbeendeployedandhenceactedasareferencepointofcomparingwiththosewhohavenotbeenactiveparticipantsofthedeploymentprocess.ChrishasfivechildrenwhoarewithintheK-12bracketthatformedthebasisofthisstudy.Chrisexplainshisuncertaintyabouttheeffectsofdeploymenttochildren\'seducation,especiallyduringthetimeofthepandemic.Mostofthesupportwouldcomefromhiswife,andshewouldplaytheroleofkeepingthefamilytogether.ItisthiskindofhelpthatassistedChrisinfocusingonhisassignments.Besidesalltheotherchallenges,Chrisexplainsthat:NotbeingabletocommunicateasoftenandasmuchasIwouldlikewasdefinitelyachallenge,notjustformebutforthemaswell.Ourfamilyisprettytightknit,mywifeandIhavealwaysencouragedourkidstocommunicatewithusaboutanyandeverything.Whiledeployed,Iwasn\'tabletoprovidemykidsthatopportunity.ThesecircumstanceswerehardforChrisowingtothefactthathehad5childrentotakecareof.Hesaysthathisexperienceasamemberofthemilitaryhasbeenamazingbutnotwithoutsomechallenges,especiallyduringthedeploymentstages.AccordingtoChris,\"parentalinvolvementisbeingavailabletoyourchildrenwhenevertheyneedyou.Thisincludespickingthemupfromschool,supportingtheirextracurricularactivities,andhelpingthemwiththeirschoolassignments.\"Thedefinitionofinvolvementhaschangedbecausehecannolongerhavephysicalinteractions.Thedefinitionhasshiftedtomeanmoresupporttothewifewhoisinchargeofsupportingchildren\'seducationinmultipleways.Theroleintheeducationlifeduringdeploymentismorepassivethanactivebutstillplaysapartinensuringthattheeducationprocessproceedseffectively.Fortunately,children\'sperceptionshavenotchanged,andChristhinksthatthishasbeenaresultofthesupportthatcomesfromhiswife.Tocomplementtheeffortsbythewife,Chrisusesskypeandotherinstantmessages,butitbecomeschallengingduetotimedifferences.Healsoreceiveschildren\'sassignmentsandoffersguidancewhereappropriate.Withoutdeployment,someofthesefunctionscouldbedonein-person.Chrisexplainsthatdeploymenthashadeffectsonhiswife.Hesays,\"Mydeploymentisthemajorreasonwhymywifebecameastayathomemom,wefigureditwouldbemucheasierandaffordableforhertotakecareofthiskidsratherthanhiringadditionalhelp.Nevertheless,sheappreciatesbeingabletoplayamajorroleinthechildren\'supbringing.\"Besides,afterspeakingtothechildrenduringdeployment,Chriscouldfeelthemissingeducationgapduetohisabsence.Theexperienceisheartbreaking.However,withtime,childrencontinuetoadaptandcannowproceedwiththeireducationwithlittleinterruption.Chrissaysthatdeploymentcausesinconveniences,especiallywhenthenetworkfailsmakingitdifficulttoconnectwithhisfamily.Itgaveafeelingthatwithoutdeployment,hecouldoffermoretothechildren.Equally,interactionwithteachersandothereducatorsisaffected,andhehastoreachthemthroughhiswife.Thesechallenges,forChris,aremostlyfeltduringpre-deploymentbecauseofhighlevelsofstressandanxiety,andonehastogivethefamilysomepsychologicalpreparations.Forthesereasons,Chrisadvisesthatparentsmustenhancecommunication,especiallypriortodeployment,andofferallpossiblehelptochildren\'seducation.JaniceIdrisJaniceisanairforceofficer,female,andaged32years.SheholdstherankofSSGandhasattainedanMBAeducationlevel.SheisAfricanAmericanbyrace.Sheismarriedwiththreekids,wasbornandraisedinMaryland.Bothmyparentsservedinthemilitary,soshegrewupinamilitaryfamily,whichmeanssheunderstandswhatherchildrengothroughwhensheisdeployed.Janicehadbeendeployedandhenceactedasareferencepointofcomparingwiththosewhohavenotbeenactiveparticipantsofthedeploymentprocess.JanicehasthreechildrenwhoarewithintheK-12bracketthatformedthebasisofthisstudy.Janiceexplainsthattheprocessofdeploymentwasgoingtobechallengingbecauseitwouldseparateherfromherchildrenandhusband.Thesupportwouldcomefromherhusbandandrelatives,whoeveninthepasthadplayedacrucialroleinsupportingchildren\'seducation.ThebiggestchallengeforJanicewastokeepthecommunicationbecauseshehadtoalignherschedulewiththatofthechildren.Timezonescreatethischallenge,andattimes,itbecomesimpossibletoengagewithchildren.Janicelovesherjob,whichcomeswithmanybenefits,especiallythemedicalones.However,thefeelingofenjoymentishighlyaffectedwhenshehastospendtimeawayfromherchildren.Thatis,herparentalinvolvementissuppressed.Accordingtoher,parentalinvolvementincludesbeingpresentforthechildrenatalltimes.Thoughphysicalpresenceisnotpossibleforthemilitaryparents,emotional,financial,andspiritualsupportareessentialelementsoftheinvolvement.ThisdefinitiondoesnotchangeforJaniceandconsidersbeingthereforthechildrenasthefirstpriority.Sheensuresthatmostoftheneedsaremetevenwithoutthephysicalbond.Janiceexplainsthatithasbeendifficulttomonitortheeducationofthechildren,especiallywhendeployed.Shecannottakepartinschoolactivitiesandtheirassignments.However,thehusbandandin-lawshavebeeninstrumentalinsupportingchildren\'seducation,andforthisreason,theireducationhasnotbeenadverselyaffected.ForJanice,theCOVID-19pandemichasofferedheranopportunitytointeractwithchildrenandeventheeducatorsmoreoftencomparedtotheperiodbeforethepandemic.Thedeploymenthasalsoaffectedherhusbandbecauseheplaysalltheroles.Fortunately,otherfamilymembershavesteppedintohelpinkid\'seducation.WhenJaniceinteractedwiththechildrenafterdeployment,itwasmoreassuringthatthekidswereprogressingonwiththeireducationasexpected.Besides,shehasbeenemailingtheteacherswhohaveassuredthemthattheirperformancehasbeenimpressive.Thedeploymenthasmadethechildrenworkevenhardertomaketheirmotherproud.Theseprocesseshavenotbeenwithoutbarriers,butJanicereservedsomeoftheinformationforconfidentialreasons.Butthefeelingthatyoucanofferbetterwhennotdeployedisalwaysthereforamilitaryparent.Forexample,Janicesays:WhenI\'mhome,Iusuallyprefertohavefacetofaceinteractionswithmychildrenteachers;however,giventheconstraintsofthepandemic,mostschoolshavelimitfacetofaceinteractionsunlessabsolutelynecessary.Giventhesenewchanges,Iwouldsaymyinteractionwithteachershavebeenalteredbutmoresobecauseofthepandemicandnotnecessarilybecauseofdeployment.ForJanice,thedeploymentstageisthemostchallengingbecauseofthelackofphysicalinteractionswiththechildren.Sheexpectsthepost-deploymentstagetobechallengingtoo,becauseoftheprocessofintegratingherselfintotheroutinecreatedduringherabsence.Sheadvisesmilitaryparentstobeproactiveandpreparechildreninordertoreduceanxiety,especiallybeforeleavingfortheassignedmission.TammyAlvarezTammyisanarmyofficer,female,andaged43years.SheholdstherankofCW2andhasattainedaB.S.educationlevel.SheisHispanicbyrace.Tammyhadbeendeployedandhenceactedasareferencepointofcomparingwiththosewhohavenotbeenactiveparticipantsofthedeploymentprocess.TammyhasfourchildrenwhoarewithintheK-12bracketthatformedthebasisofthisstudy.ForTammy,beingasinglemothermakesherhesitantintheprocessofdeployment.Shehatesleavingthekids,butshehastoexplaintothemthatitispartofherwork.Shesaysthat:Thekidsarecurrentlystayingwithmymother,shehasbeenahugehelpandsupportsystemforusovertheyears.NotsurehowIwouldbeabletodowhatIdowithoutherhelp.I\'mextremelygreatlyforher.Ialsohireatutortohelpoutaswell,beingthatmymotherisn\'talwaysabletounderstandtheirschoolassignments.TammywasborninMexico.ShemigratedtotheUnitedStatesinherearlyteens.Shejoinedthemilitarybecauseofalltheopportunitiesandbenefits.Shehasfourkidsandisrecentlydivorce.Sheconsiderscommunicationasoneofherbiggestchallengesbecauseatatime,thenetworkbecomesweak,andshecannotusethephoneoreveninternettocommunicatewiththechildren.Herexperienceinthemilitaryhasbeenmixed.Shelovesthejob,butasasingleparent,shehastomeettheresponsibilitiesoftakingcareofthechildren.AccordingtoTammy,\"Parentalinvolvementisbeingsupportiveofyourchildren,particularlyasitrelatestotheireducation.Parentsshouldplayanactiveroleintheirchildren\'sacademicsathomebyhelpingwithschoolassignments,butalsoatschoolbycommunicatingwitheducators.\"Toher,thisdefinitiondoesnotchange,anditisallaboutgivingsupporttochildren.Herfamilymembershavebeendoingthesametothechildren.Tammyfindsherrolesaffectedbydeploymentbecauseshecannotplaytheactiverolesasshedoeswhennotdeployed.Intermsoftheeffectsofdeploymentonthebehaviorofchildren,thechildrenhavehadmixedreactions,andsometimesshefeelsthatthechildrenarenotdoingtheirbestbecauseoftheabsence.Shehasalimitedwayofcommunicatingwithchildrenandreliesontheinputsofhermotherandotherrelatives.Tammysaysthatherfirstinteractionafterdeploymentindicatedthatthechildrenweredoingwellthroughtheguidanceofhermotherandrelatives.ThomasAllenThomasisamarineofficer,maleandaged26years.HeholdstherankofCPLandhasattainedanH.S.educationlevel.HeisCaucasianbyrace.Thomashadbeendeployedandhenceactedasareferencepointofcomparingwiththosewhohavenotbeenactiveparticipantsofthedeploymentprocess.ThomashasonechildwhoiswithintheK-12bracketthatformedthebasisofthisstudy.AccordingtoAllen,beingdeployedasayoungparentscaredhimthathischild\'seducationwasgoingtobesignificantlyaffected.ForAllen,theonlysupportwastocomefromhernewlyweddedwifeandrelatives,especiallyinrelationtotheirstudies.TimedifferenceswouldbeamajorchallengeforAllenbecauseitwouldaffectthecommunicationprocess.Itmeantsacrificingmoretimetoremainawakeinordertomatchthetimezoneofthechild.Allenonlymakesnightcallsduringweekendsbecause,onweekdays,thekidhastosleepearly.Allenviewsthemilitaryjoblikeanyotherformoftask,andwhatisexpectedofhiminparentalinvolvementinachild\'seducationhaslittleeffects.Tohim,parentalinvolvementincludesavailinghimselfforchildreninallneeds,includingmoralupbringing,financiallyandemotionally.ThedifferenceinthisdefinitionchangesslightlyduringdeploymentbecauseAllendoesnotgettheopportunitytooffermoralsupportwhenonamission.Inthisview,thereisachangeintheroles.Allensays:ThemajorchallengeisthatIfinditdifficulttoengagewithteachersandeducatorsasIwouldloveto.ItisbadformebecauseIamstillnewinparentingandnow,thepandemichashittheworld.Mostschoolsarenowvirtualbecauseofthepandemic,sothatdoeshelp,becauseIcouldaccessmykid\'sprogressonline,butifIhaveanyquestions,I\'mnotalwaysabletocontacttheteachersforaquickresponsebecauseofthetimezonedifference.However,Allenexplainsthatheisveryactiveinthelivesofhiskidespeciallywhennotdeployed.Butwithdistanceseparation,theface-to-faceinteractionschange,andAllenhastouseWhatsAppandothersocialmediaplatformstoenhanceinteractions.Butthespouseplayedasignificantroleinthechild\'seducation.Allensaysthat:Thisismyfirstdeploymentisprettyhardonmywife,ittooksometimeforhertogetadjustedtomenotbeingtheretohelpoutwiththekidandtheireducation.Ithinkshewasdefinitelybetterpreparedandknewwhattoexpect,intermsofhavingtotakeonmoreresponsibilityinmyabsence.Wealsoestablishedanetworkoffamilyandfriendsthatarewillingtohelpoutifshegetsoverwhelm.WhenAllenfirstengagedwithhiskidduringdeployment,herealizedthatthesadnessbroughtabouthisabsenceandhisonlywishisthatthefeelingwouldnotaffecttheireducation.Allen\'sperceptionfailstocomprehendthejourneyparenthavetogothroughforthemtolearn.ItwasthefirstexperienceforAllen\'skid,andso,thiswasextremelychallenging.Theyalsofailtounderstandtheconsequencesofhimnotgoingtoworkandwhatthatwouldmeanintheireducationlife.ThedeploymentalsodeniesAllentheopportunitytoplayanactiveroleinachild\'seducation,andhehastoassumesomedutiesinvirtualmethods.Manyphasesofthechild\'seducationhavetogowithouthisinvolvement.Often,Allenfeelsthatheisnotofferingthebesttothechildren.Forexample,hewouldlovetobondwithhisyoungkidduringdevelopmentalstages.WhilethesehavebeenfacilitatedthroughtheuseofSkype,theeffecthasbeendifferent.Deploymenthasalsomadeinteractionwithteachersandeducatorschallenging.Thiseffectiscommonforallthestages,butdeployment,forAllen,isthemostchallenging.AccordingtoAllen,thebestadvicetoparentsistheymustpreparebothkidsandspousesandinformthemaboutthenatureofthenewmission.Theyshouldalsoassurethemoftheiravailabilityinhelpingthemintimeofneed.TerryStewartTerryisanairforceofficer,female,andaged30years.SheholdstherankofTSgtandhasattainedanH.S.educationlevel.SheisAfricanAmericanbyrace.Terryhadbeendeployedandhenceactedasareferencepointofcomparingwiththosewhohavenotbeenactiveparticipantsofthedeploymentprocess.TerryhastwochildrenwhoarewithintheK-12bracketthatformedthebasisofthisstudy.Terryexplainsthattheprocessofdeploymentwasgoingtobechallengingbecauseitwouldseparateherfromherchildrenandhusband.Shewouldrelyonsupportfromhishusbandsandrelatives.ThebiggestchallengeforTerrywastokeepthecommunicationthatwouldbeaffectedbypoornetworkconnectioninareasofdeployment.Besides,shewouldneedtoadjustherscheduletobeinharmonywiththatofthechildrenbyworkingwithintheirtimezones.Terrylovesherjob.However,thefeelingofenjoymentishighlyaffectedwhenshehastospendtimeawayfromherchildren.Thatis,herparentalinvolvementissuppressed.Accordingtoher,parentalinvolvementincludesbeingpresentforthechildrenatalltimes.Thoughphysicalpresenceisnotpossibleformilitaryparents,financialandemotionalsupportareessentialelementsoftheinvolvement.ThisdefinitiondoesnotchangeforTerry,andsheensuresthatmostoftheneedsaremetevenwithoutthephysicalbond.Terryexplainsthatithasbeendifficulttomonitortheeducationofthechildren,especiallywhendeployed.Shecannottakepartinschoolactivitiesandtheirassignments.However,thehusbandandin-lawshavebeeninstrumentalinsupportingchildren\'seducation,andforthisreason,theireducationhasnotbeenadverselyaffected.ForTerry,thepandemichasofferedheranopportunitytointeractwithchildrenandeventheeducatorsmoreoftencomparedtotheperiodbeforethepandemic.Thedeploymenthasalsoaffectedherhusbandbecauseheplaysalltheroles.Fortunately,otherfamilymembershavesteppedintohelpinkids\'education.WhenTerryinteractedwiththechildrenafterdeployment,itwasmoreassuringthatthekidswereprogressingonwiththeireducationasexpected.Besides,shehasbeencommunicatedwiththeteacherstoassureherthattheirperformancehasbeenimpressive.Thedeploymenthasmadethechildrenworkevenhardertomaketheirmotherproud.Terryhadmadethechildrenacquireself-motivation.Theseprocesseshavenotbeenwithoutbarriers,andthesituationsintheplacesofdeploymentbecomedeplorable,makingithardtoengagewiththechildren.Butthefeelingthatyoucanofferbetterwhennotdeployedisalwaysthereforamilitaryparent.Forexample,Terrysaysthat:Whennotdeployed,Iusuallyprefertohavefacetofaceinteractionswithmykidsandalsotheteachers.Iamabletogetmorefromtheemotionalattachmentandthishelpsmetoservethekidsbetter.However,giventheconstraintsofthepandemic,mostschoolshavelimitfacetofaceinteractionsunlessabsolutelynecessary.Giventhesenewchanges,Iwouldsaymyinteractionwithteachershavebeenalteredbutmoresobecauseofthepandemicandnotnecessarilybecauseofdeployment.ForTerry,thepre-deploymentstageisthemostchallengingbecauseofthepsychologicalpreparationsthathavetobemadeinordertohavethechildrenreadyfortheabsence.Sheexpectsthepost-deploymentstagetobechallenging,too,becauseoftheprocessofintegratingherselfintotheroutinecreatedduringherabsence.Sheadvisesmilitaryparentstotakeenoughtimepreparingchildrenandtheirspousesearlyenoughbeforedeploymenttakesplace.RESULTSThedatadescribedabovewerecollectedthroughquestionnaires,semi-structuredinterviews,artifactanalysis,andfocusgroups.Itledtothegenerationofthreethemesthatareanalyzedunder:Interactivityinthemilitaryenvironment,educationsupport,andpersonalandorganizationalresolutions.Eachofthesemajorthemesgivessomesubthemesessentialindevelopingthedissertationandphenomenologicalquestionsthataidinansweringboththecentralandsub-questions.ThemeDevelopmentThemeswereestablishedbyapplyingMoustakas\'(1994)transcendentalphenomenologicalmethodandcodedusingNVivosoftwarenodes.Priortocoding,thegivendatawasanalyzedtocreateappropriatecodesthatwouldcapturequestionnaires,semi-structuredinterviews,artifactanalysis,andfocusgroups.AsIcollectedthedata,Ichosetocategorizethembythemesandproceedtocodethem.Iwaskeentolistthedatainwaysthatwouldnotcreateanyformofbiasforall12participants.Onewaytoreducetheriskofbiasistousethebracketingtechniquebystatingupfronttheresearcher\'sexpectationsandthenacceptingthedatathatisproducedbytheresearch(Smith&McSweeney,2017,p.292).Todoso,Ireflectedontheprimarysub-questionsthatformedpartofthisresearch.Throughthosequestions,Idevelopedmeaningfulstatementsthatwouldlaterleadtoapatternguidedbysharedattributes.Commonpatternssharedsimilarcodesandwerereducedtofitintothefourthemesstatedabove.Allthetranscriptionsfromthe12participantsweresubjectedtorepetitiveanalysis.Thethemeswithassociatedcodingaretabulatedbelow.ThemeThemeCodesSubthemeTotalSubthemecodesInteractivityinthemilitaryenvironment36DependencySharedExperiences27Educationsupport48N/AN/APersonalandorganizationalresolutions12N/AN/AImportantnote:Theaspectofdeploymenttakesthreestages(Pre-deployment,DeploymentandPost-deployment).Inthisregard,theuseofNVivointhegenerationofcodesutilizedthreenodesornodesthatobeyedthemultiplicityof3.InteractivityintheMilitaryEnvironment.Inthedatacollectionphase,itwasevidentthattheparticipantsweresatisfiedwiththenatureofthemilitaryjobs.Alltheparticipantsindicatedthatthenatureoftheworkwasnotaschallenging,butdifficultiesariseonlywhendeploymenttakesplace.Besides,eveninthecomplexenvironmentsduringthedeploymentstage,theparticipantsalwayslookedforalternativemethodstosealthegapcreatedthroughseparation.Thefollowingresponsesillustratethediscussedresults.ChristopherBrown:Ireallyenjoymyexperiencesinthemilitarythusfar,Idon\'tthinkthere\'sanyothercareerfieldwiththesameamountofopportunitiesasthemilitary.Iinitiallyjoinedforthebenefits,butIcontinuetoservebecauseofpeopleandtheorganization.BillyMathews:Forme,it\'slikeanyotherjob,youcancomplainaboutit,orembraceit.Sofar,I\'veembraceit,andthatseemstoworkfairlywell.ChrisMurphy:Overall,myexperienceinthemilitarythusfarhasbeengood,butsometimeschallenging,especiallyinmomentslikethis,whenI\'mdeployedandawayfrommyfamily.JaniceIdris:Sofarit\'sbeengood.IenjoywhatIdoandthebenefitsaregreat,especiallythemedical.Theonlydownfallishavingtobeawayfromchildrenforanextendedperiodoftime.Itisthroughthehighlevelofsatisfactionthatmanyparticipantscontinuetopursuetheircareersbyfurtheringtheireducationinordertoholdhigherranks.ZacCaldwell:I\'maStaffSergeantintheArmyandI\'mlookingforwardtobeingpromotedsoon.Mygoalistogobacktoschoolinordertocontinuemyeducation,notsureforwhatyet.I\'mmarriedandIhavetwoamazingchildren,whoIwoulddoanythingfor.Theparticipantsdonotgiveanynegativeinformationaboutthemilitaryenvironmentintermsofhowitisstructuredwhichimpliesthattherelationshipispositive.Theinteractionsthatexistamongthemilitaryofficersisalsofavorableandcannotbethereasonwhychildren\'seducationisaffected.Separationfromfamiliesisitselfthemainchallengethatleadstoreducedparticipationonmilitaryparentsintheeducationlifeoftheirchildren.BillyMathewssaysthathelovestheSoldiersthatheinteractswithduringdifferentmissionandwhohavebecomemoreofafamily.Withinthisthemeofinteractivity,therearemultiplesubthemesthatworktowardrespondingtothesub-questions.Onsub-question3onthechallengesthatmilitaryparentsfacewhentryingtoremainactiveintheeducationlifeoftheirchildren,thesub-themeofdependencyintheinteractivityisevident.Itisclearthatmilitaryparentsmostlyaddressthechallengebyusingtheirspousesoncloserelatives.Itisforthisreasonthatmilitaryparentswhoaresingleordivorcedapplydifferenttechniquestoensurethattheirinteractionwiththeirchildrenremainspositive.Thefollowingresponsesfromparticipantssupportthementionedobservations.BillyMathews:Ihaveaprettybigfamily,andforthemostpart,wewereinaprettygoodfinancialstate,sothosetwofactorsdefinitelyplayedamajorrole.IwouldsaythatthestrongbondIsharewithmywifeandkidsreallymadethingsgosmoothly.BillSchneider:Mywifeandrelativeshavebeenverysupportiveinraisingandhelpingthechildrenwiththeirstudies.TammyAlvarez:Thekidsarecurrentlystayingwithmymother,shehasbeenahugehelpandsupportsystemforusovertheyears.NotsurehowIwouldbeabletodowhatIdowithoutherhelp.I\'mextremelygreatlyforher.Ialsohireatutortohelpoutaswell,beingthatmymotherisn\'talwaysabletounderstandtheirschoolassignments.ChristopherBarnet:Iamdivorced.Justhadsomehardtimesbeingdeployedandkeepingthefamilytogether.Weweren\'tonthesamepage.MilitaryparentsalsohavesharedexperiencesIhowtheyproceedinestablishinginvolvementintheirchildren\'seducation.Theyadopttechnologicalmethodsthataidinsealingthegapcreatedbyalackofphysicalpresenceanddistance.Theyaspiretodeliverthesameastheydowhennotdeployedatleastuptoasatisfactorylevel.Thefollowingparticipantsandtheirresponsesshowahighdegreeofcorrelation.ParticipantsQuotesaboutSharedExperienceswhenEstablishingCommunicationBillSchneider:I\'musuallyprettyactiveandengagedwithmykids\'educationwhilenotdeployed.Unfortunately,duetothedistancebetweenus,thingshavechangedslightly.SomemethodsI\'velearnsofariscommunicatingthroughFaceTime,WhatsAppandothersocialmedianetworks.BillyMathews:Ican\'tthinkofaspecifictime,butgenerally,communication,networkissuesandtimezonedifferencesmadeithardtocommunicate.ChrisMurphy:Therewasatimerecentlywhennetworkconnectionsweredownandwecouldhardlycommunicatewithourfamiliesbackhome.Johnathonsteely:ItriedtocommunicateasmuchaspossiblethroughphoneandFaceTime.Butthatwasn\'talwaysenough,soattimesIwouldalsosendemailsormaillettershome.ChristopherBarnet:I\'maveryhandsonperson,sonotbeingabletophysicallybetheretodemonstratecertainthingsisveryfrustrating.TherearecertainthingsIwasableteachorinstructoverthephoneorthroughface-time,butitwasn\'tthesameasbeingthereinperson,sothatwasdefinitelyachallengeforme.ChristopherBrown:WhenI\'mnotdeployed,Iamtalkingtothemabouteverything,andwhenIamdeployedIamcommunicatingtothemwithemailsandlettersbecausethatcontacthastobemaintained.ItisimportanttohighlightthatthecorrelationderivedfromtheparticipantsobeystheEpocheapproach.Thatisthephenomenologicalreductionplusimaginativevariationresultsinthederivationoftheessence.EducationSupport:Onthistheme,militaryparentsusealltheavailablemethodstoensurethattheytakepartintheeducationoftheirchildren.Despitetheirdeployment,somereceiveassignmentsfromtheirchildrenandhelpincorrectingthem.Further,theykeepconstantcommunicationwitheducatorstoensurethattheyhavethecorrecteducationprogresscurvefortheirchildren.Thiswasveryconspicuousin5oftheparticipantsassupportedinthefollowingquotes.JaniceIdris:Theexperiencewasreassuring,Igottheimpressionthattheywerestayingontopoftheirschoolwork.Plus,I\'veemailedtheirteachersacoupleoftimeandtheirfeedbackwerepositive.ChristopherBarnet:IfeltIcouldhavedonemorewhenitcametocommunicatingwithteachers.Inretrospect,Iprobablyshouldhaveemailedthemmoreoften,butatthetimeitjustdidn\'tseemverypersonal…Iwouldprobablysaymyinteractionwentfromonetotwotimesamonthtozero.Itriedacoupletimestotouchbasiswithafewoftheirteachers,butbecauseofthetimezonedifferent,itjustwasn\'tpossible.ChrisMurphy:ThebiggestwayIparticipateintheireducationisthroughskype,instantmessages,orsometimeswhennotabletosynchronizeourtimes,Iaskthemtoemailmetheirassignmentstoreviewitforerrors.Whennotdeployed,thiswouldbedoneinperson.TammyAlvarez:Thekidsarecurrentlystayingwithmymother,shehasbeenahugehelpandsupportsystemforusovertheyears.NotsurehowIwouldbeabletodowhatIdowithoutherhelp.I\'mextremelygreatlyforher.Ialsohireatutortohelpoutaswell,beingthatmymotherisn\'talwaysabletounderstandtheirschoolassignments.MikeWilliam:ThebiggestchallengeIwouldsayisnotbeingabletocommunicatewithmykidsataconvenienttime.Unfortunately,duetotimezonedifference,they\'renormallyasleepwhenI\'mup,soinordertocommunicateIwouldhavetostayuplateoraskthemstayuplate,neitherwasideal,butIthinkwedidourbesttomakeitwork.PersonalandOrganizationalResolutions:Thisthemeincorporatesattributesthatwerediscoveredduringthedatacollectionmethod.Interestingly,participantsusedifferentwaystogetinvolvedinchildren\'seducation.Forexample,thequestionofthemostchallengingstageduringdeploymentresultedinvariousanswersdespitethefactthatthesemilitaryparentsoperateanearlysimilarenvironment.Theonlyexplanationforsuchdiversityispersonalresolutionsandhowdifferentparentspreparetoaddresspossiblechallenges.Thefollowingquotesfrom3participantsverifythisconclusion.BillSchneider:Allthreestagesareprettyhard,butIthinkdeploymentisdefinitelythemostchallengingbecauseIdon\'tgettobearoundthemasmuchasIwouldlike.ChrisMurphy:Pre-deploymentisdefinitelythehardestbecauseofalltheanxietyandstressofhavingtomentallypreparetobeawayfromthefamily.Thiscreatesalotofstressonthefamilyaswell,particularlymyyoungerkids.JaniceIdris:Iwouldsaydeploymentphase,becauseyou\'renotabletophysicallybethereforyourchildren.IwouldalsoimaginethatthepostdeploymentphasewillbeaschallengingbecauseIwillhavetointegratemyselfintoaroutinethatwascreatedinmyabsence.Asimilarassessmentonhowmilitaryparentsengagetheirspousealsoillustratethediversityinpreparingspouses.Itisclearthatsomeoftheparentshavemoreinteractionswiththeirspousesconcerningtheirchildren\'seducationthanothers.The4participantsbelowsupportthementionedoutcome.BillyMathews:Thebigchallengeformewasnotbeingabletosupportmyspouseasshetackledallthehouseholdresponsibility.ItwasprettytoughbecauseIhateknowingshehadtoplaybothroles(motherandfather),andalthoughIwantedtohelp,therewasonlysomuchIcouldhavedonefromafar.ChristopherBarnet:Whiledeployed,IhadtorelymoreonmyspouseandotherfamilymemberstocoverdownonthingsIwouldnormallydo.ZacCaldwell:Ithinkit\'shardformyspousebutitalltakestimetofigureout.Itriednottoputalotofpressureonher,IjusttoldhertodothebestshecouldandletmeknowhowIcouldhelp.BillSchneider:Myfirstdeploymentwasprettyhardonmywife,ittooksometimeforhertogetadjustedtomenotbeingtheretohelpoutwiththekidsandtheireducation.But,mycurrentdeploymenthasn\'tbeentoobad,Ithinkshewasdefinitelybetterpreparedandknewwhattoexpect,intermsofhavingtotakeonmoreresponsibilityinmyabsence.Wealsoestablishedanetworkoffamilyandfriendsthatarewillingtohelpoutifshegetsoverwhelm.ResearchQuestionResponsesAnalysisofthethemesandsubthemeshelpedrespondtotheprimaryquestionoftheresearchandthesub-questions.Thecentralquestionwas:Whataretheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation?Participantsexplainedthattheyperceivethejourneyintheirinvolvementinchildren\'seducationaschallengingbecauseofdeployment.Theyplayotherrolesjustlikeageneralparent,buttheyareoftenseparated,andtheyhavetolookforalternativemethodsthatwouldhelpinstrengtheningthelevelofinteractions.However,theexactresponseanddescriptionsderivedfromthephenomenologicalstudiescanonlybepresentedbyrespondingtothesub-questions.Sub-question1:Howdomilitaryparentsdescribetheirinvolvementintheirchildren\'seducationwhiledeployed?Theinvolvementtakesamixeddirectionbasedontheparticipant,butcorrelationiscommonisamongmost8participantswhoexplainthatthejourneyissometimeschallengingandtheyfeelasiftheyarenotgivingthebesttothechildren,asquotedbelow.JaniceIdris:Iwouldsaydeploymentphase,becauseyou\'renotabletophysicallybethereforyourchildren.IwouldalsoimaginethatthepostdeploymentphasewillbeaschallengingbecauseIwillhavetointegratemyselfintoaroutinethatwascreatedinmyabsence.ChristopherBarnet:Justtryingtohavethetimetositdownandbethereforthekid.Itmakesithardwhenonepersondoesn\'twanttohelp,andthenifyou\'redeployedit\'slikeyoudon\'tevenhavethatopportunity,so…Iwouldsayparentalinvolvementisexactlywhatitsounds—beinginvolved.ChrisMurphy:Overall,myexperienceinthemilitarythusfarhasbeengood,butsometimeschallenging,especiallyinmomentslikethis,whenI\'mdeployedandawayfrommyfamily.TammyAlvarez:Myexperiencehavebeenmixed.Igenerallyenjoythemilitary,butasasingleparent,itcouldbequitechallenging.Luckily,mychildrenarealittleoldernow,andalittlemoreself-sufficient.BillSchneider:Allthreestagesareprettyhard,butIthinkdeploymentisdefinitelythemostchallengingbecauseIdon\'tgettobearoundthemasmuchasIwouldlike…Ifeltmykids\'educationwoulddeclineduetomyabsence.ZacCaldwell:TheyseemhappywhenI\'mhome.We\'reallhappytobebacktogetherobviously.Beingapartishard.MikeWilliam:It\'sachallenge.Theydon\'tlikethatI\'maway,andIcan\'tbetherelikeIwanttobeandtheyfeelthatIthink.It\'shardforthemandtheystruggle.Johnathonsteely:Occasionallywehadtotraveltodifferentlocationsacrossthebattlespace.Soduringthosetimesitwasparticularlyhardtoconsistentlycommunicatewiththekids,muchlesscheckinginwiththeirassignments.Althoughsomeoftheparticipantshadthechallengingeffectssignificantlyreduced,thesimplicitywasbroughtbyrelativesandspouses\'involvementinchildren\'seducation.UsingthesynthesisapproachandborrowingfromMoustakasmethods,itisviabletoconcludethatwithoutsupportfromfamily,militaryparentinvolvementisadauntingtask(Moustakas,1994;RuleandJohn,2015).Sub-question2:Howdomilitaryparentsperceivetheimpactoftheirdeploymentonthefamilyandparticularlyontheirchild\'sacademicperformance?Manymilitaryparentsappreciatethatdeploymenthasdetrimentaleffectsontheirchildren\'seducation,especiallywhennosupportisgiventofamilies.Iftheparentfailstomakepriorpreparation,childrenarelikelytofacepsychologicalproblemsthatcanleadtopoorgrades.Theadvicegivenbytheparticipantsonhowmilitaryparentsshouldaddressthechallengesgivesaclearillustrationoftheirperceptionsasshowninthefollowingquotes.Johnathonsteely:Communicatewithyourspouseandchildrenasoftenaspossible.Noexceptions.ChristopherBarnet:Makesureyouhaveafamilysupportsystemthatsupportsyouandisonthesamepage.ZacCaldwell:LearnhowtobalancebothworkandfamilyobligationpriortobeingdeployedChristopherBrown:Trytofindconsistencies,developascheduleforphonecallsandvideochat.BillyMathews:Beflexible,expectthingstochangeoften,butkeepeveryoneinformaschangesoccur.BillSchneider:Iwouldadvisethemtotalktotheirkidsaboutpotentialchallengesofdeploymentpriortodeploying.Also,setrealisticexpectationsonwhenandhowoftenyou\'llbeabletocommunicate.ChrisMurphy:Iwouldadvisethemtocommunicateasmuchaspossible,especiallypriorandduringthedeployment.Also,continuetoshowinterestinchildren\'seducation,eventhoughtheymaynotbeabletohelp.JaniceIdris:Iwouldadviseparentstobeproactiveinfiguringoutwaysonhowtostayinvolvedwiththeirchildrenpriortobeingdeployed.Haveaplangivespredictabilityandreducesomeoftheinitialanxietypriortoleaving.TammyAlvarez:Beinvolveasmuchasyoucan,setrealisticexpectationsandbesafewhiledeployed.Sub-question3:Whatchallengesdomilitaryparentswhoaredeployedfacewhiletryingtostayinvolvedintheirchildren\'seducation?Oneofthemajorchallengesthatallthe12participantshavesharediscommunication.Militaryparentsaredeployedindifferentregions,andthisaffectscommunication.Theyalsofailtooffersomeformsofsupportthatareavailablewhennotdeployed.ChristopherBarnet:I\'maveryhandsonperson,sonotbeingabletophysicallybetheretodemonstratecertainthingsisveryfrustrating.TherearecertainthingsIwasableteachorinstructoverthephoneorthroughface-time,butitwasn\'tthesameasbeingthereinperson,sothatwasachallengeforme.SummaryThechaptergavebiographicaldescriptionsoftheparticipantsandtheanalysisofthecollecteddata.Itgavetheroleofmilitaryparentsinchildren\'seducationthroughresultscategorizedbythenatureofthethreemajorthemes:interactivityofmilitaryparentswiththeirenvironment,educationsupport,andpersonalresolutions.Itendedbyrespondingtothecentralandthesub-questionsthatformedthebasisofthisphenomenologicalresearch.CHAPTERFIVE:CONCLUSIONOverviewThistranscendentalphenomenologicalresearchaimedtoassesstheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation.Thischaptergivesasummaryoftheresultsanalyzedearlierinthepaper,inchapter4.Italsodiscussesbothpracticalandempiricalimplicationsoftheresearch.Besides,itprovidesboththelimitationsanddelimitationsoftheresearch,recommendations,andlastly,thesummary.SummaryoftheResultsDatacollectedthroughquestionnaires,semi-structuredinterviews,artifactanalysis,andfocusgroupsdevelopedthethemesofinteractivityinthemilitaryenvironment,educationsupport,andpersonalandorganizationalresolutions.Eachofthesemajorthemesgivessomesubthemesessentialindevelopingthedissertationandphenomenologicalquestionsthataidinansweringboththecentralandsub-questions.Inmyresponsetothecentralquestion,whichis,\"Whataretheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation?\"Iexplainedthattheparticipantsperceivethejourneyintheirchildren\'seducationaschallengingbecauseofdeployment.Theyplayotherrolesjustlikeageneralparent,buttheyareoftenseparated,andtheyhavetolookforalternativemethodsthatwouldhelpstrengthenthelevelofinteractions.Allthe12participantsacknowledgedthatamilitaryparentfaceschallengeswhenaddressingtheeducationneedsofchildren.Sincethemainquestionincorporatedmanyelements,Ibrokesomesectionsdowntoleadtothethreesub-questionsthataidedinunderstandingparentalinvolvementinchildren\'seducation.Inthefirstquestionon\"howdomilitaryparentsdescribetheirinvolvementintheirchildren\'seducationwhiledeployed,\"Iexplainedthattheinvolvementtakesamixeddirectionbasedontheparticipant.Still,thecorrelationiscommonisamongmost8participantswhoexplainthatthejourneyissometimeschallengingandtheyfeelasiftheyarenotgivingthebesttothechildren.Iquotedthe8participantsandhowtheyviewtheirinvolvementwhendeployed.Althoughtheresponseshadsomevariationdependingonhowthemilitaryparentsviewtheireducationroleintheirchildren\'slives,itwasclearthattheyacknowledgethattheyhavearoletoplayinchildren\'slives.Inthesecondquestion,on\"howdomilitaryparentsperceivetheimpactoftheirdeploymentonthefamilyandparticularlyontheirchild\'sacademicperformance,\"Irespondedindicatingthatmanymilitaryparentsappreciatethatdeploymenthasdetrimentaleffectsontheeducationoftheirchildren,especiallywhennotsupportisgiventofamilies.Iftheparentfailstomakepriorpreparation,childrenarelikelytofacepsychologicalproblemsthatcanleadtopoorgrades.Theadvicegivenbytheparticipantsonhowmilitaryparentsshouldaddressthechallengesgivesaclearillustrationoftheirperceptions.Iproceededtosharesomeoftheadvicegivenbymilitaryparentsafteralongtimeofinvolvement.Here,alltheparticipantsagreedthatdeploymenthassomeeffectsontheacademicperformanceofchildren.Theeffectvariesbasedonthemeasuresthatparentsputintoreducingtherippleeffectsofthedeployment.Inparticular,spousesandrelativesareinstrumentalindeterminingtheperformanceofchildrenduringthedeploymentperiod.Inthethirdsub-questionon\"whatchallengesdomilitaryparentswhoaredeployedfacewhiletryingtostayinvolvedintheirchildren\'seducation,\"Irespondedbyindicatingthatoneofthemajorchallengesthatallthe12participantshavesharediscommunication.Militaryparentsaredeployedindifferentregions,andthisaffectscommunication.Theyalsofailtooffersomeformsofsupportthatareavailablewhennotdeployed.Toillustratethechallenges,Iquotedsomeoftheparticipantsandhowtheyattempttoaddressthosechallenges.Inthesechallenges,parentsseekallthepossiblealternativemethodstoreachtheirfamiliesandassistthemintheireducation.Unfortunately,thisisneveraneasytaskforthem,andtheyareforcedtousespouses,teachers,oreducatorstolearnmoreabouttheirchildren\'sperformance.DiscussionThisdiscussionsectionaimstoexaminethefindingbyreflectingonthetheoreticalconceptsinchapter2.First,thestudy\'sbasisisinspiredbytheoreticalconceptsintheliteraturereviewthatofferinsightsintotheexistingresearchandpossibleresearchgaps.Theresearchhelpsinsupportingthediscussionontheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducationTheoreticalLiteratureThetheoreticalliteraturethatformedthisstudy\'sbasisisinformedbythetheoryofparentalinvolvementsuppliedbyEpstein(2011)regardingtherelationshipbetweenparents,school,andcommunity.Accordingtothetheory,parentsplayacrucialroleinprovidingtheguidanceandsupportchildrenneedtoachievetheiracademicgoals.ThesixkindsofinvolvementidentifiedbyEpstein(2011)areparenting,communicating,volunteering,learningathome,decision-making,andcollaboratingwiththecommunity.Theseformedthebasisofdesigningtheresearchquestionstoensurethatalltheaspectswereincorporatedintheresearch.Inallsixtypesofinvolvement,theparentplaysapivotalrole.Thestrongertheparent\'sinvolvement—includingsettinghighexpectationsforschoolachievement—themorelikelythechildistopursueidentifiedgoals(Castroetal.,2015).Thisrelationshipbetweenparentalsupportandstudentacademicachievementhasbeenvalidatedbynumerousresearchstudiesandisrecognizedasauniversalphenomenoninvariouscultures(Benner,Boyle&Sadler,2016;Mahuro&Hungi,2016;Nunezetal.,2015).Inlightofthisrevelation,thestudyanalyzedhowparentalsupportsplayaroleindeterminingchildren\'sacademicperformance.Mystudycameataninterestingtimewheremilitaryparents\'activitieshavesomeharmonywiththeeducationsector\'sissuesduringtheCOVID-19pandemic.Otherliteraturealsoshowsthatmilitarydeploymentaffectstheacademicperformanceofchildren.Forexample,astudybyAlfano,Lau,Balderas,Bunnell,andBeidel(2016)showedthenegativeimpactofmilitarydeploymentonchildren,particularlyasitrelatestotheireducation.Thiscouldcreateaneedforthesechildrentorequirementalhealthtreatmentbecausetheylacktheconsistencyandstabilitythatmostchildrenhaveinatypicalnuclearfamily.Inthisview,thestudyrevealedsomepsychologicalreasonsthataffectchildren\'sperformanceduringthedeploymentphase.ThisisevidentintheexperiencesofMike,Zac,Bill,andBilly.Itisaclearillustrationthatattimesofchallenges,theeducationofchildrenishighlyaffected.ConsideringTammy\'scase,whoisasinglemother,andChristopher,whoisdivorced,theparentalinvolvementbecomesmorechallenging.Reflectingontheearlierliteratureinchaptertwo,Nicosia,Wong,Shier,Massachi,andDatar(2017)indicatedthatchildrenneedconsistencyintheirlivestomanagetheproblemsandadversitythatcometheirwayduringthegrowthanddevelopmentphasesoftheiradolescence.Withoutthisconsistency,theyareatriskoflackingadequateacademicskillsandfollow-through(Nicosia,Wong,Shier,Massachi&Datar,2017).Suchconsistenciesarebetterachievedwhenbothspousesareavailabletothechildrenandaresupportive.Whenthemilitaryparent,whoissupposedtoplaybothmotherandfather\'srole,ismissing,integrationofnecessaryacademicguidanceislimited.Aseriesofdeploymentsandreintegrationprocessthatfollowsdeploymentmayinterruptthisdevelopmentalprocess(Knobloch-Fedders,Yorgason,Ebata&McGlaughlin,2017).Consistencyisofgreatrelevanceinseekingtoensurethatachild\'slearningprocessisnothamperedinanyshapeorform.Insomeinstances,transfersfromoneschooltoanothercouldbeacomplexundertaking.Thisexampleisparticularlythecasewherecreditsarenottransferrablebetweeninstitutions–effectivelymeaningthelearnerrisksstartingalloveragain.Thiscanhaveanunfortunateeffectonthestudent,andbothparentsandteachersshouldbeawareofthetrialsstudentsexperienceduetomilitarydeployment(DePedroetal.,2018).Mostoftheparticipantshaveyearsofserviceinthemilitary,whichmeanstheyaremoreexperiencedinhandlingdeploymentcasesandattainingsomebalance.However,wemustacknowledgethatallofthemhadastartingpoint,likeinThomasAllen\'scase.HesaysthatThemajorchallengeisthatIfinditdifficulttoengagewithteachersandeducatorsasIwouldloveto.ItisbadformebecauseIamstillnewinparentingandnow,thepandemichashittheworld.Mostschoolsarenowvirtualbecauseofthepandemic,sothatdoeshelp,becauseIcouldaccessmykid\'sprogressonline,butifIhaveanyquestions,I\'mnotalwaysabletocontacttheteachersforaquickresponsethetimezonedifference.Itimpliesthatparentalinvolvementinchildren\'seducationrequirespriorpreparation.Parentscaneasilygetintodepression,andthiscanleadtopooracademicperformanceonthechildren.LiteratureindicatesthatthoseparentswhoexperiencedepressionorPTSDduringorafterdeploymentalsonegativelyimpacttheirchildren\'slivesandaffecttheirabilitytosociallyandemotionallyadjusttotheirenvironments.Thus,deploymenthasimpactsbeyondamereabsence;whenparentsreturn,theydonotalwaysreturninthesamementalandemotionalstatetheywereinwhentheyleft.Theymaybebringingbackpsychologicalbaggageortraumathat,inturn,impactsthechildevenafterthedeploymenthasended.Thereareresidualeffectsofdeploymentthatmustbeconsideredwhenassessinghowchildrenofmilitaryparentsareaffectedbywar(Lesteretal.,2016).EmpiricalLiteratureThisstudyexpoundedontheexistingliteraturebygivinginsightsthatwouldaidinsealingtheresearchgapsrelatedtomilitaryparentinvolvementinchildren\'seducation.However,mostofthefindingsinthisresearchaddedtowhatalreadyexistsbuthavenotbeenofferedenoughsupport.Forexample,existingresearchindicatesthatchildren\'sperformanceisaffectedwhenparentsgotowarduetoincreasedanxietyandstress.Theinteractionswithotherfamilymembersarealsoseenasimportanttoolsinimprovingthechildren\'sacademicperformance.Forexample,earlierstudies,liketheonebyBrownfieldandThompson(1991),providedevidencethatsuggestednorelationshipamongyouths,families,anddelinquency,positingthatsociallearningandsocialcontroltheorieswereinadequatetheoreticalframeworksforexplainingadversityamongchildrenandadolescents.Inthisregard,Christopher\'sresponsehintedathowfamiliesandcommunitiesviewchildrenfrommilitaryfamilies.ChristopherBarnet:Teacherswereabigfactor,especiallybeinginthemilitary.Inmypersonalopinion,Ithinkteachersinmilitaryschoolstendtobealittlemoreempathictowardsstudentswithdeployedparents,becausetheythemselvesorinmilitaryhouseholdorhaveexperienceotherstudentsinthesamescenario.However,otherresearchers,suchasKoon-Magnin,Bowers,Langhinrichsen-Rohling,andArata(2016),usedself-controltheoryandsociallearningtheorytoexplainwhyadolescentgirlsboysdeviateintodelinquency,latercounteredtheirstudy.Bothstudiesindicate,nonetheless,thatthereisarelationshipbetweenfamilyandchildbehavior,withparentsactingasamoderatingforce.Inthisview,someoftheelementsconcerningtheeducationofchildrenstillrequiremoreexamination.Everythingisnottiedtotheroletheparentplaysinenhancingacademicperformance,likeaidingintheirassignment.Theymustappreciatetheothereffectsthathaveanindirectcontributiontotheperformanceofthechildren.Mostoftheparticipantsexplainedthatfamilymembersplayedapivotalroleintheeducationoftheirchildren.Itimpliesthatintegrationisvitalinchildren.TheeffectscanbeexplainedbyreflectingonthecasestudybyTrieretal.(2018)thatsupportsthedevelopmentmodelputforwardbyErikson.Erikson\'seightstagesofdevelopmenttheoryhelpedtoexplainevenwhatchildrengothroughastheyage.Althoughtheeightstagescoveralloflifeuptodeath,thefirstfivestagescoverchildhood,frominfancytoyoungadulthood(Shriner&Shriner,2014).Eachstageisdefinedbythepsychosocialconflictthatcharacterizesthatspecificdevelopmentstage.Thesestagesrequireparentalandfamilialinvolvement.Forthesereasons,wefindthatmilitaryparents,likeBillandChristopher,whohaveservedformanyyears,appreciatefamilies\'needsinchildren\'sacademiclives.Parentalinvolvement,asdiscussedearlier,goesbeyondassignments.Childrenmustbetrainedonhowtohandlechallengessuchastheonesfacedduringmilitarydeployment.Tough(2013)showsthatchildrenneedtobechallengedtodeveloptheirresiliencyandgrit.Tough(2013)arguesthatgritandresiliencewillinevitablyhelpthechildovercomethechallengestheywillfaceastheygrow,whichwillbecomeharderandharderiftheyarenotpushedtobecomeresilientaschildren.Forexample,Idrisstatesthat\"Ibelievethatmychildrenattempttoworkevenharderattheirstudies,asawayofmakingmefeelproudofhowwellthey\'redoingalthoughI\'mnotthere.\"Thishappensbecauseshehastrainedthechildrentobehaveinherabsenceandturnchallengesintoopportunities.Equally,Tough(2013)explicitlystatesthat\"whenkindergartenteachersaresurveyedabouttheirstudents,theysaythatthebiggestproblemtheyfaceisnotchildrenwhoareunawareoftheirlettersandnumbers;itischildrenwhodonotknowhowtomanagetheirtempersorcalmthemselvesdownafteraprovocation\"(p.17).Heclaimsthatchildrenhavetobetrainedtocontrolthemselves,whereself-controltheoryoftencomesintoplayfortheproponentsofallowingchildrentodevelopgrit.The12participantshaveengagedwiththeirchildrenevenduringpre-deployment.ItisduringthisphasethatTough\'srecommendationsshouldcomeintoplay.Bychallengingchildrenorallowingthemtobechallenged,theycanlearnforthemselveswhatitmeanstopickthemselvesupandputintheefforttoovercometheobstacle.ImplicationsThispart\'sprimarygoalistogiveempirical,theoretical,andpracticalimplicationsrelatedtothisresearch.Recommendationsareprovidedforthestakeholders,theU.S.Armydepartments,andstudentswhowishtoadvancethisresearch.EmpiricalImplicationsThisresearchaimstoaddressthegapsinthecurrentstudiesthatfailtoexaminetheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation.Despitethemilitarybeingacommonareaofinterestinmanygovernmentsandresearchprograms,thefocushasalwaysbeenonthesoldiers\'traumaafterparticipatingindifferentmissions.Researchfailstoaddresstheimplicationsontheimmediatefamilymemberslikechildren,specificallyregardingtheireducation.Thethemesandsubthemesexplainedinthisstudyopenanewchapteronareasthatneedanin-depthexploration.Theliteratureexaminedinchaptertwoacknowledgesthatdeploymenthaseffectsonchildrenandsomebecomeviolent.However,thepsychologicalimplicationsthataretransferredtothosechildren\'sacademicperformancehavenotbeenexplored.Forexample,researchperformedbyO\'Neal,Mallette,andMancini(2018)emphasizedtheneedforcommunitysupportformilitaryfamilies.Itisalsoessentialforfamiliestobeopentocommunitysupport,astheirunfavorableopinionofthecommunityinwhichtheylivecanharmthechildorstudent\'sdevelopment(O\'Nealetal.,2018).Communitiesplayanextra-familialroleinassistingchildren\'sdevelopmentandhelpingstudentscopewithmoving,transferringfromoneschooltoanother,andfindingaplaceoutsidethehomewheretheycanmakefriendsanddeveloptheirsupportnetwork.Parentssometimesstruggletorecognizethevalueoftheircommunities.Thisresearchprovidedmoredetailsaboutsuchconcernsandprovidedactualdatatohelpdevelopsolutionstoaddressthechallenges.TheoreticalImplicationsThisresearch\'sfindingshavesometheoreticalimplications,especiallyontheprocessesusedindesigningsuchresearch.Inparticular,letusreviewtheseven-stepprocessforphenomenologicalreductionbyMoustakas(1994).Itexplainsthatthemodelfollowsastrategythatstartswithimmersionandendswithcreativesynthesis.Immersionisthestagewhereintheresearcherimmerseshimselfinthesubject\'sworldandtheparticipants\'experiences.Inthecaseofthe12participants,thisstageisdifficulttoachieveowingtothenatureoftheactivitiesinvolvedinmilitaryoperations.Theresearcherisleftwiththeoptionoffollowingthedetailsasprovidedbytheparticipant.Incubationisthestagewhereintheresearchertakestimetoallowhimselfspaceforunderstandingwhathehascollectedfromtheimmersionstage.Illuminationoccurswhentheresearcheractivelyengagesthematerialtodeepenandexpandhisknowledgeandunderstandingofthesubject.Explicationisthestagewhereintheresearcherreflectsontheexperienceandallowspatternstoemerge.Creativesynthesisisthestagewhereintheresearcheridentifiesthepatternsthatemergefromthereflectionprocessanddescribesthepatternsthatshowhowrelationshipsbetweenvariablesareformedwithintheoverallphenomenonofexperience.Whilethismethodhasformedthebasisofthisresearchdesign,itisevidentthathowtheparticipantsrespondtodeterminestheapproachtobefollowed,anditdoesnothavetobesequential.PracticalImplicationsThefindingofthisstudyhasawiderangeofpracticalapplications.Thefirstistothemilitaryparents.Itservesasanaidinhelpingthempreparetheirchildrenandfamiliesfordeployment.Militaryparentscaneasilyrelatetothefinding,whichimpliesthattheirplanningoutcomesaresignificant.Foreducatorsandteachers,thefindingshelptheminunderstandingthechildrenfrommilitaryfamilies.Theyhaveabetterunderstandingofwhatsuchchildrengothroughandcanlaydownplanstoenhancetheiracademicperformance.Forstudents,theresearchprovidesinformationthatformsthebasisofadvancingresearchtocoverpossiblegapspresentedinthisresearch.FortheU.S.Armydepartments,thestudywillofferinsightsonpossibleprogramsthattheycanenrolltheparentstoenablethemtoaddressthechallengestheyfaceduetodeployment.LimitationsandDelimitationsThisstudyaimedtoanalyzetheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation.Thesamplewastakenfrommilitaryparentsonlyandwhohadexperienceddeployment.First,thestudywaslimitedintermsofthenumberofparticipants.Alargersamplecouldhavegivenresultsthataremorerepresentative.Thedelimitingwasdoneduetothestudy\'snatureinthatitinvolvesparticipantswhoplayacrucialroleandsometimesfindithardtoshareinformation.Thestudyusedonlythreefemaleparticipants.Thisdisparityaffectsthetransferabilityofthefindings,especiallyincreatingsolutionsthataffectfemalemilitaryparents.Asamplethatgivesanevendistributionwouldbepreferred.Besides,moreracesshouldhavebeenincludedtoassessapossibleeffectonhowdifferentracestreattheissueofdeployment.RecommendationsforFutureResearchConsideringthestudy\'sfindingsandlimitations,futureresearchshoulduseamoreinclusivesamplethateliminatesthewidegenderdisparity.Equally,alargersamplethatreflectsthelargenumbersofmilitaryparentsintheUnitedStatesshouldbeused.Suchasmallsampleislikelytointroducebiasleadingtoquestionablefindings.SummaryThistranscendentalphenomenologicalstudyaimedtoexaminetheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation.Datacollectedthroughquestionnaires,semi-structuredinterviews,artifactanalysis,andfocusgroupsdevelopedthethemesofinteractivityinthemilitaryenvironment,educationsupport,andpersonalandorganizationalresolutions.Throughthe12participants,thestudyrevealedthatmilitaryparentsholddifferentperceptionsconcerningtheirchildren\'seducation,mostlyduetothechallengesthatcomewithdeployment.Theylackampletimetoengagewiththeirchildren,whichhadadverseeffectsontheiracademiclives.Toaddressthesechallenges,strongfamilybondsareessentialtogetherwithpriorplanningtoavoidstressfulconditions.

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