Date of Award
1-24-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Topeka Singleton
Second Advisor
Karen Buchanan
Committee Members
Steve Bounds
Call Number
LD 251 .A566d 2023 N37
Abstract
Twenty years of research report that family engagement makes a difference in student achievement and well-being. However, most of that research was conducted in urban and suburban settings. Therefore, there is a vital need to explore family engagement in rural settings. This study focused on that. The purpose of this quantitative correlation study was to discover the barriers rural families face when engaging with their child’s school while understanding their perceptions, roles, and responsibilities towards establishing and creating a reciprocal family engagement partnership. Using Bronfenbrenner’s’ ecological systems theory, research was conducted focusing on the first layer, microsystem. Approximately 120 participants completed a quantitative survey drawn from the Family-School Relationships Survey by Panorama Education. Three research questions were explored. The first question examined the difference in perceived family involvement roles in the education success of their children. Question number two investigated the perceived barriers to educational success. The final research question explored the difference in perceived responsibilities that may contribute to a child’s success in school. All three questions were examined through the lens of gender, ethnicity, and socioeconomic status. Statistically significant differences emerged between ethnicity and two variables regarding perceived family involvement roles. Five areas of statistical. significance according to demographic characteristics were noted in barriers to involvement. Finally, two statistically evident differences emerged regarding the responsibilities of involvement. Implications of the results showed a need for further research on family engagement in a rural setting through the lens of communication, school safety, scheduling, volunteerism, negative memories of childhood and childcare needs. This study’s results indicated additional research is needed to explore how rural male family members engage with their child’s school. Detailed recommendations were provided to help schools take steps to enhance the engagement of families by building collaborative relationships on behalf of student success and well-being. In order to develop family engagement plans which include all members of a family, district and schools should begin by hearing the voices of families or caregivers thus building much needed reciprocal relationships which not only support but enhance student learning.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Narlesky, Carla Jean Singleton, "Family Engagement: Barriers, Perceptions, And Responsibilities" (2024). Student Theses and Dissertations. 115.
https://arch.astate.edu/all-etd/115
