One Purpose, Multiple Realities: Parental Involvement in Two Malawian Private Secondary Schools
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Published:
Mar 26, 2019
Keywords:
Parental involvement, academic conversation, alliance, alienation, proprietors
Main Article Content
Abstract
Parental Involvement has been associated with better academic achievement. However, some studies indicate that parental involvement diminishes during adolescence. The purpose of this qualitative descriptive case study was three-fold: to explore the nature of parental involvement in children’s education at the secondary level, to determine types of involvement, and to examine parents’ and educators’ attitudes towards parental involvement in private schools in Malawi. Grounded theory, an inductive methodology that uses a constant comparative data analysis process, was used to make generalizations and discover emergent themes from the data. The cross-case analysis portrayed a package of contrasting ideologies held by proprietors, educators and parents. These ideological influences resulted in the formation of perspectives and attitudes, which in turn translated into the schools’ practices and participants’ actions. Based on the findings, recommendations were developed with the intention of improving Parental Involvement in the two Malawian private secondary schools.
Article Details
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Research Articles
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References
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Chimombo, J. (2005). Issues in basic education in developing countries: An exploration of policy options for improved delivery. Journal of International Cooperation in Education, 8(1), 129–152.
Chirwa, W. (2002). Social exclusion and inclusion: Challenges to orphan care in Malawi. Nordic Journal of African Studies, 11(1), 93–113.
Chowa, G., Masa, R., & Tucker, J. (2013). The effects of parental involvement on academic performance of Ghanaian youth: Testing measurement and relationships using structural equation modeling. Children & Youth Services Review, 35(12), 2020–2030.
Chowdhury, S., & Ghose, A. (2014). Effects of patterns of parenting on study habits of adolescents. International Journal of Humanities and Social Science Invention, 3(3), 15–19.
Christenson, S., & Sheridan, S. (2001). School and families: Creating essential connections for learning. New York, NY: Guilford Press.
Colley, B. (2014). Voices from the Gambia: Parents' perspectives on their involvement in their children's education. Childhood Education, 90(3), 212–218.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd edition). Thousand Oaks, CA: Sage.
Costa, M., & Faria, L. (2017). Parenting and parental involvement in secondary school: Focus groups with adolescents’ parents. Paidéia (Ribeirão Preto), 27(67), 28–36. Retrieved from www.educationnorthwest. org/sites/default/files/parent-involvement-in-education.pdf
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Deslandes, R., & Bertrand, R. (2005). Motivation of parent involvement in secondary-level schooling. Journal of Educational Research, 98(3), 164–175.
Dizon-Ross, R. (2014). Parents’ perceptions and children’s education: Experimental evidence from Malawi. Retrieved from https://scholar.harvard.edu/files/rdr/files/perceptions_paper_2014oct4_copy_0.pdf
Dufur, M., Parcel, T., & Troutman, K (2013). Does capital at home matter more than capital at school? Social capital effects on academic achievement. Research in Social Stratification & Mobility, 31(1), 1-21. doi:10.1016/ j.rssm.2012.08.002.
Epstein, J. (2011). School, family, and community partnership: Preparing educators and improving schools (2nd edition). Boulder, CO. Westview Press.
Erikson, E., & Erikson, J. (1998). The life cycle completed. New York: Norton & Company.
Glaser, B., Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine Pub. Co.
Henderson, A., Mapp, K., & Averett, A. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Education Development Laboratory.
Holt, C. (2011). Factors that foster, or deter, school involvement by parents of gifted students in two city middle schools: The parents speak (Unpublished doctoral dissertation). Fielding Graduate University, Santa Barbara, CA.
Hornby, G. (2011). Parental involvement in childhood education: Building effective school-family partnership. Christchurch, NZ: Springer.
Hoover-Dempsey, K., & Sandler, H. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Record, 97(2), 310–331.
Hoover-Dempsey, K., Battiato, A., Walker, J., Reed, R., DeJong, J., & Jones, K. (2001). Parental involvement in homework. Educational Psychologist, 36(3), 195–209.
Hoover-Dempsey, K., Walker, J., & Sandler, H. (2005). Parents’ motivations for involvement in their children’s education. In E. Patrikakou, R. Weissberg, S. Redding, & H. Walberg (Eds.), School-family partnerships for children’s success (pp. 40–56). New York, NY: Teachers College Press.
Hyde, K., Kadzamira, E., Sichinga, J., Chibwana M., & Ridker R. (1996). Village-based schools in Mangochi: Evaluation report. Zomba: University of Malawi, Centre for Educational Research & Training.
Jeynes, W. (2007). The relationship between parental involvement and urban secondary school student achievement: A meta-analysis. Urban Education, 42(1), 82–110.
Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4) 706–742.
Kraft, M., & Rogers, T. (2015). The underutilized potential of teacher-to-parent communication: Evidence from a field experiment. Economics of Education Review, 47, 49–63.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Miles, M., Huberman, A., & Saldaňa, J. (2014). Qualitative data analysis: A method sourcebook. Thousand Oaks, CA: Sage.
Minke, K., Sheridan, S., Kim, E., Ryoo, J., & Koziol, N. (2014). Congruence in parent-teacher relationships: The role of shared perceptions. The Elementary School Journal, 114(4), 527–546.
Mugabe, M., & Maposa, A. (2013). Method of curbing learner misconduct in Zimbabwean secondary schools. International Journal on New Trends in Education and Their Implications, 4(4), 111–122.
Murray, K., Finigan-Carr, N., Jones, V., Copeland-Linder, N., Haynie, D., & Cheng, T. (2014). Barriers and facilitators to school-based parent involvement for parents of urban and public middle school students. SAGE Open, 4(4), 1–12. doi: 10.1177/2158244014558030
Nebel-Schwalm, M. (2006). The relationship between parent-adolescent conflict and academic achievement (Doctoral dissertation, Michigan State University, East Lansing). Retrieved from https://digitalcommons. lsu.edu/cgi/viewcontent.cgi?article=1447&context=gradschool_theses
Ouimette, M., Feldman, J., & Tung, R. (2004). Collaborating for high school student success: A case study of parent engagement at Boston Arts Academy. The School Community Journal, 16(2), 91–114.
Parker, L., Reid, C., & Ghans, T. (2017). Challenging deficit default and educators’ biases in urban schools. Race & Pedagogy Journal, 2(3). Retrieved from https://soundideas.pugetsound.edu/do/search/?q=parker&start =0&context=6044552&facet=
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd edition). Thousand Oaks, CA: Sage.
Patrikakou, E. (2008). The power of parent involvement: Evidence, ideas, and tools for student success. Lincoln, IL: Center on Innovation & Improvement.
Rowley, S., Kurtz-Costes, B., & Cooper, S. (2010). Schooling and the development of African American children. In J. Meece & J. Eccles (Eds.) Handbook of research on schools, schooling, and human development. New York, NY: Routledge.
Samati, M. (2013). At the interface of policy and cultural change: Engaging communities in support of girls’ education in Malawi. Washington, DC: Brookings Institution.
Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2012). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Crown Business.
Sharma, Y. (2013, October 23). Asia’s parents suffering ‘education fever’. BBC, News Business. Retrieved from https://www.bbc.com/news/ business-24537487
Shellenbarger, S. (2016). What teens need most from their parents. Management & Careers. Retrieved from https://www.wsj.com/articles/what-teens-need-most-from-their-parents-1470765906
Shimamura, Y. (2016). The dynamics of educational attainment for orphaned children in sub-Saharan Africa: Evidence from Malawi. Journal of International Cooperation Studies, 23(2), 29–61.
Simon, B. (2001). Family involvement in high school: Predictors and effects. NASSP Bulletin, 85(627), 8–19.
Stake, R. (2006). Multiple case study analysis. New York, NY: Guilford Press.
Swap, S. (1993). Developing home-school partnerships: From concepts to practice. New York, NY: Teachers College Press.
Tilton-Weaver, L., & Marshall, S. (2008). Adolescents’ agency in information management. In M. Kerr, H. Stattin, & R. Engels (Eds.) What can parents do? New insights into the role of parents in adolescent problem behavior (pp. 11–41). University of British Columbia, Canada: John Wiley.
Ugwulashi, C., & Archibong, F. (2012). Human relations concept: A dynamic approach to achieving effective goals in school administration. Journal of Education & Social Research, 2(8), 49–55.
Van der Werf, G., Cremeers, B, & Guldemond, H. (2001). Improving parental involvement in primary education in Indonesia: Implementation, effects and costs. School Effectiveness & School Improvement: An International Journal of Research, Policy, & Practice, 12(4), 447–466.
Valencia, R. (1997). Conceptualizing the notion of deficit thinking. In R. Valencia (Ed.) The evolution of deficit thinking: Educational thought and practice (pp. 1–12). Bristol, PA: Falmer.
Vygotsky, L., & Luria, A. (1994). Tool and symbol in child development. In R. van der Veer & J. Valsiner (Eds.) The Vygotsky reader (pp. 99–174). Oxford: Blackwell.
Westmoreland, H., Rosenberg, H., Lopez, E., & Weiss, H. (2009). Seeing is believing: Promising practices for how school districts promote family engagement. Issue Brief, Harvard Family Research Project & National PTA. Harvard Family Research Project.
Wimberly, G., & Noeth, R. (2004). Schools involving parents in early postsecondary planning: ACT policy report. Iowa City, IA: American College Testing.
World Bank. (2010). The education system in Malawi. World Bank working paper No. 182. Washington, DC: World Bank. Retrieved from https://documents.worldbank.org/curated/en/254131468044978017/Theeducation-system-in-Malawi
Biedinger, N. (2011). The influence of education and home environments on the cognitive outcomes of preschool children in Germany. Child Development Research, 2011, Article 916303. doi:10.1155/2011/916303
Birks, M., & Mills, J. (2011). Grounded theory: A practical guide. Thousand Oaks, CA: Sage.
Bornstein, M., Jager, J., & Steinberg, L. (2013). Adolescence, parents, friends/peers: A relationships model. In I. Weiner, R. Lerner, M. Easterbrooks, & J. Mistry (Eds.) Handbook of psychology: Developmental psychology (Vol. 6, pp. 393–434). Hoboken, NJ: John Wiley. Retrieved from https://pdfs.semanticscholar. org/63c1/7acc026447541e3da04f54432f4a04b55faa.pdf
Bull, A., Brooking, K., & Campbell, R. (2008). Successful home-school partnerships: A report to the Ministry of Education, New Zealand. Wellington, New Zealand: Ministry of Education.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
Chimombo, J. (2005). Issues in basic education in developing countries: An exploration of policy options for improved delivery. Journal of International Cooperation in Education, 8(1), 129–152.
Chirwa, W. (2002). Social exclusion and inclusion: Challenges to orphan care in Malawi. Nordic Journal of African Studies, 11(1), 93–113.
Chowa, G., Masa, R., & Tucker, J. (2013). The effects of parental involvement on academic performance of Ghanaian youth: Testing measurement and relationships using structural equation modeling. Children & Youth Services Review, 35(12), 2020–2030.
Chowdhury, S., & Ghose, A. (2014). Effects of patterns of parenting on study habits of adolescents. International Journal of Humanities and Social Science Invention, 3(3), 15–19.
Christenson, S., & Sheridan, S. (2001). School and families: Creating essential connections for learning. New York, NY: Guilford Press.
Colley, B. (2014). Voices from the Gambia: Parents' perspectives on their involvement in their children's education. Childhood Education, 90(3), 212–218.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd edition). Thousand Oaks, CA: Sage.
Costa, M., & Faria, L. (2017). Parenting and parental involvement in secondary school: Focus groups with adolescents’ parents. Paidéia (Ribeirão Preto), 27(67), 28–36. Retrieved from www.educationnorthwest. org/sites/default/files/parent-involvement-in-education.pdf
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. (Research Rep. No. RR 433). Nottingham, UK: Department for Education & Skills.
Deslandes, R., & Bertrand, R. (2005). Motivation of parent involvement in secondary-level schooling. Journal of Educational Research, 98(3), 164–175.
Dizon-Ross, R. (2014). Parents’ perceptions and children’s education: Experimental evidence from Malawi. Retrieved from https://scholar.harvard.edu/files/rdr/files/perceptions_paper_2014oct4_copy_0.pdf
Dufur, M., Parcel, T., & Troutman, K (2013). Does capital at home matter more than capital at school? Social capital effects on academic achievement. Research in Social Stratification & Mobility, 31(1), 1-21. doi:10.1016/ j.rssm.2012.08.002.
Epstein, J. (2011). School, family, and community partnership: Preparing educators and improving schools (2nd edition). Boulder, CO. Westview Press.
Erikson, E., & Erikson, J. (1998). The life cycle completed. New York: Norton & Company.
Glaser, B., Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine Pub. Co.
Henderson, A., Mapp, K., & Averett, A. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Education Development Laboratory.
Holt, C. (2011). Factors that foster, or deter, school involvement by parents of gifted students in two city middle schools: The parents speak (Unpublished doctoral dissertation). Fielding Graduate University, Santa Barbara, CA.
Hornby, G. (2011). Parental involvement in childhood education: Building effective school-family partnership. Christchurch, NZ: Springer.
Hoover-Dempsey, K., & Sandler, H. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Record, 97(2), 310–331.
Hoover-Dempsey, K., Battiato, A., Walker, J., Reed, R., DeJong, J., & Jones, K. (2001). Parental involvement in homework. Educational Psychologist, 36(3), 195–209.
Hoover-Dempsey, K., Walker, J., & Sandler, H. (2005). Parents’ motivations for involvement in their children’s education. In E. Patrikakou, R. Weissberg, S. Redding, & H. Walberg (Eds.), School-family partnerships for children’s success (pp. 40–56). New York, NY: Teachers College Press.
Hyde, K., Kadzamira, E., Sichinga, J., Chibwana M., & Ridker R. (1996). Village-based schools in Mangochi: Evaluation report. Zomba: University of Malawi, Centre for Educational Research & Training.
Jeynes, W. (2007). The relationship between parental involvement and urban secondary school student achievement: A meta-analysis. Urban Education, 42(1), 82–110.
Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4) 706–742.
Kraft, M., & Rogers, T. (2015). The underutilized potential of teacher-to-parent communication: Evidence from a field experiment. Economics of Education Review, 47, 49–63.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Miles, M., Huberman, A., & Saldaňa, J. (2014). Qualitative data analysis: A method sourcebook. Thousand Oaks, CA: Sage.
Minke, K., Sheridan, S., Kim, E., Ryoo, J., & Koziol, N. (2014). Congruence in parent-teacher relationships: The role of shared perceptions. The Elementary School Journal, 114(4), 527–546.
Mugabe, M., & Maposa, A. (2013). Method of curbing learner misconduct in Zimbabwean secondary schools. International Journal on New Trends in Education and Their Implications, 4(4), 111–122.
Murray, K., Finigan-Carr, N., Jones, V., Copeland-Linder, N., Haynie, D., & Cheng, T. (2014). Barriers and facilitators to school-based parent involvement for parents of urban and public middle school students. SAGE Open, 4(4), 1–12. doi: 10.1177/2158244014558030
Nebel-Schwalm, M. (2006). The relationship between parent-adolescent conflict and academic achievement (Doctoral dissertation, Michigan State University, East Lansing). Retrieved from https://digitalcommons. lsu.edu/cgi/viewcontent.cgi?article=1447&context=gradschool_theses
Ouimette, M., Feldman, J., & Tung, R. (2004). Collaborating for high school student success: A case study of parent engagement at Boston Arts Academy. The School Community Journal, 16(2), 91–114.
Parker, L., Reid, C., & Ghans, T. (2017). Challenging deficit default and educators’ biases in urban schools. Race & Pedagogy Journal, 2(3). Retrieved from https://soundideas.pugetsound.edu/do/search/?q=parker&start =0&context=6044552&facet=
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd edition). Thousand Oaks, CA: Sage.
Patrikakou, E. (2008). The power of parent involvement: Evidence, ideas, and tools for student success. Lincoln, IL: Center on Innovation & Improvement.
Rowley, S., Kurtz-Costes, B., & Cooper, S. (2010). Schooling and the development of African American children. In J. Meece & J. Eccles (Eds.) Handbook of research on schools, schooling, and human development. New York, NY: Routledge.
Samati, M. (2013). At the interface of policy and cultural change: Engaging communities in support of girls’ education in Malawi. Washington, DC: Brookings Institution.
Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2012). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Crown Business.
Sharma, Y. (2013, October 23). Asia’s parents suffering ‘education fever’. BBC, News Business. Retrieved from https://www.bbc.com/news/ business-24537487
Shellenbarger, S. (2016). What teens need most from their parents. Management & Careers. Retrieved from https://www.wsj.com/articles/what-teens-need-most-from-their-parents-1470765906
Shimamura, Y. (2016). The dynamics of educational attainment for orphaned children in sub-Saharan Africa: Evidence from Malawi. Journal of International Cooperation Studies, 23(2), 29–61.
Simon, B. (2001). Family involvement in high school: Predictors and effects. NASSP Bulletin, 85(627), 8–19.
Stake, R. (2006). Multiple case study analysis. New York, NY: Guilford Press.
Swap, S. (1993). Developing home-school partnerships: From concepts to practice. New York, NY: Teachers College Press.
Tilton-Weaver, L., & Marshall, S. (2008). Adolescents’ agency in information management. In M. Kerr, H. Stattin, & R. Engels (Eds.) What can parents do? New insights into the role of parents in adolescent problem behavior (pp. 11–41). University of British Columbia, Canada: John Wiley.
Ugwulashi, C., & Archibong, F. (2012). Human relations concept: A dynamic approach to achieving effective goals in school administration. Journal of Education & Social Research, 2(8), 49–55.
Van der Werf, G., Cremeers, B, & Guldemond, H. (2001). Improving parental involvement in primary education in Indonesia: Implementation, effects and costs. School Effectiveness & School Improvement: An International Journal of Research, Policy, & Practice, 12(4), 447–466.
Valencia, R. (1997). Conceptualizing the notion of deficit thinking. In R. Valencia (Ed.) The evolution of deficit thinking: Educational thought and practice (pp. 1–12). Bristol, PA: Falmer.
Vygotsky, L., & Luria, A. (1994). Tool and symbol in child development. In R. van der Veer & J. Valsiner (Eds.) The Vygotsky reader (pp. 99–174). Oxford: Blackwell.
Westmoreland, H., Rosenberg, H., Lopez, E., & Weiss, H. (2009). Seeing is believing: Promising practices for how school districts promote family engagement. Issue Brief, Harvard Family Research Project & National PTA. Harvard Family Research Project.
Wimberly, G., & Noeth, R. (2004). Schools involving parents in early postsecondary planning: ACT policy report. Iowa City, IA: American College Testing.
World Bank. (2010). The education system in Malawi. World Bank working paper No. 182. Washington, DC: World Bank. Retrieved from https://documents.worldbank.org/curated/en/254131468044978017/Theeducation-system-in-Malawi