U S Public Schools Minority Community and Parental Involvement Research Proposal

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Running head: PARENTAL INVOLVEMENT IN MINORITY COMMUNITY IN U.S PUBLIC SCHOOLS PARENTAL INVOLVEMENT IN MINORITY COMMUNITY IN U.S PUBLIC SCHOOL 29Parental Involvement in Minority Community in U.S Public SchoolsAbstractThe socio-economic status of minority communities greatly impacts the residence choice and the schools where parents take their children, limiting their children’s educative process. This study examines parents’ involvement in minority communities in their children’s education process in public schools. A quantitative approach to the research study will be employed to explore the problem statement’s problem and allow the researcher to examine the variables identified in the literature review and the conceptual framework. The sample population involved (n=20) parents from two public schools, ten in each district. The study comprised ten men and ten women, where five men and women were selected from each school. The parent selected were distributed equally from African American and Hispanic ethnicity since they are the minority communities in Connecticut.The data collection methods employed will involve using questionnaires and evaluating the children’s exam report to confirm the questionnaire’s validity. Multiple linear regression analyses will be conducted to determine the relationship between variables. The dependent variable in the analysis is the performance of the students. In contrast, the independent variables are the school’s initiative to involve parents, household income, and parent’s education level. Parents with a low literacy level might not assist their children in the learning process due to limited reading and speaking English or computing skills. Further, they might not generate enough income with one job and might be forced to take multiple jobs to support their family.Chapter One: IntroductionParents’ involvement in their child’s education plays a critical role in their preparedness for school activities by offering guidance, problem-solving, advice, and partnering with the educators where necessary. At the early developmental stages, children do not have the self-efficacy to judge what they want. They pursue these goals like early adults might make parents’ engagement in the educative process to identify their children’s capabilities and make interventions that contribute to their exploitation (Akif-Erdener, 2016). The school structuring and policies also influence how the parents are involved in the education process. While charter schools make this more possible, the strategies employed here are not mirrored in public schools where minority communities’ children from middle- and low-income communities are likely to attend.Problem StatementThe problem that prompted this research is the disproportionate performance of children from minority communities compared to that of students who come from Caucasian communities. Children’s socio-economic status contributes to the development of the children’s stability. It affords the parents the ability to participate in the children’s education process by affording the time and resources to accomplish their academic goals. Parents in minority communities have limited resources and are often forced to work multiple jobs to meet the family’s basic needs denying them the time and dedication to participate in their children’s education process.The parents’ involvement in the education process of their children is critical across different developmental stages. Robertson-Kraft and Duckworth (2014) posit that parents’ involvement in students’ education process results in the development of resilience and a fundamental understanding of the importance of the child’s proactive engagement at school. Notably, a student from minority communities experience challenges that might arise from their family or communal setting, limiting their ability to carry out their school responsibilities as expected. De Pedro et al. (2018), argues that children who do not have the parental support in their academic pursuits for more than one year are likely to suffer negative consequence in their education.Purpose of the StudyA parent’s absentia leaves a large responsibility to the teachers that supersedes their…

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7782Observations20ANOVA dfSSMSFSignificance FRegression37.2604822.4201613.9963370.026659Residual169.6895180.605595Total1916.95    CoefficientsStandard Errort StatP-valueLower 95%Upper 95%Lower 95.0%Upper 95.0%Intercept-0.762061.114636-0.683690.503954-3.124981.600859-3.124981.600859household income0.4902480.2051042.3902380.0294860.0554460.9250490.0554460.925049School Interventions0.5135170.2352982.1824140.0443310.0147081.0123250.0147081.012325level of education0.5291430.2691871.9657130.066933-0.041511.099793-0.041511.099793The valuable independent X1, which is the household income, directly impacts the child’s performance, holding all the other independent variables constant. The rejection of the null hypothesis is above 0.025 since it is significant 2.39 and has a P-value of 0.029, which falls in the test’s non-rejection area. The school intervention, which is the second independent, has a significant impact on the child’s performance. It has a P-value of 0.044 lies within the two tails; therefore, it does not reject the null hypothesis. The level of education also has a significance on the child’s performance since the P-value is 067, which also lies within the two tails; therefore, the null hypothesis is not rejected. As a result, all the study results show that all the independent variables impact the child’s performance.Chapter Five: DiscussionsThe study results reveal that all the independent variables, level of the parent’s education, household income, and the school interventions, have a significant impact on the child’s performance. The majority of the mean of responses on the level of education shows that more than half of the respondents only have education up to the second level, limiting their ability to get involved in the school. The low household income was also found to significantly impact the students’ results, meaning that the parents might not have the financial ability or time to get involved in their student’s educative process or create a suitable learning environment at home (Khajehpour & Ghazvini, 2011). the parents’ response to the school’s practices in taking the initiative shows dissatisfaction with the initiatives taken to involve the minority parents actively in their children’s educative process. As such, there is a general correlation between all these factors with the children’s low performance, indicating they are significant….....

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