The Perceptions of African-American Parents Concerning Their Responsibility and Degree of Involvement in Public Schools

This descriptive survey study explored African American parents/guardians of
children in grades K-6 concerning their perceptions of responsibility and involvement in
their children’s education in Flint, Michigan. The study used a one-shot case study
research design utilizing one survey with three sections: 1) sixty-three Likert –type scale
questions, 2) three open-ended response questions, and ten demographic questions.
The final survey questions were adapted and modified from multiple surveys and
piloted tested with a subgroup of the population. The major subcategories within the
survey consisted of: School Involvement Factors, 2) Educational Standards, 3) Home
Based Involvement, 4) Home-Schooling Conferencing, 5) Parent Factors that Prevent
Involvement, 6) School Help and 7) Opinions about School Assistance.
The parents reported they strongly agreed they were aware of their children’s’
academic strengths and weakness, and the schools assessment process, especially the
Michigan Educational Assessment Program (MEAP). The parent(s) strongly agreed they
provided strong home-based student support while also indicating a need for stronger
communication between the school and home. The parent(s) agreed the school staff’s
awareness of students’ culture and family concerns can help form good communication
bonds with all stakeholders in the school system along with other findings.
Recommendations from the study included strengthening and diversifying the
modes of communication between schools and parents/ guardians and providing
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additional school supports for parents to help their children; to reinforce the traditional
and create new methods of communication between parent(s) and the school/teacher
parents. Additional recommendations are also explored within the complete document.