Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855–890. Web.
This article by Barger et al. (2019) investigated the connection between African American parents’ involvement in their offspring’s education and subsequent adjustment and readiness. The study synthesizes data from existing research that explores how performance and overall well-being are impacted by the African American parents’ involvement in school events. The various aspects of black children examined include academic performance, socioeconomic well-being, and behavioral outcomes. This research indicated a positive relationship between African American parents’ involvement with children’s performance and well-being. Therefore, this source is relevant considering the investigation of the impact of black parents’ participation in school-related activities on black student performance, attendance, and overall well-being.
Barnett, M. A., Paschall, K. W., Mastergeorge, A. M., Cutshaw, C. A., & Warren, S. M. (2020). Influences of parent engagement in early childhood education centers and the home on kindergarten school readiness. Early Childhood Research Quarterly, 53, 260–273. Web.
This source is also relevant in researching the correlation between parents’ contributions and children’s attendance, well-being, and performance in kindergarten. In their paper, Barnett et al. (2019) highlighted the extent to which young children’s learning processes and readiness were impacted by the engagement of their parents. Moreover, the article aimed to determine the influence of parents’ engagement in their children’s education on later outcomes. The knowledge put forth by the authors contributes to a better understanding of how the participation of parents in their kids’ education is potentially associated with the latter’s enhanced attendance, well-being, and performance. However, the article had a small sample size, which limited its results’ statistical power and generalizability.
Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2017). Parental involvement and perceptions of school climate in California. Urban Education, 56(3), 004208591668576. Web.
This article seeks to investigate how their involvement impacts black parents’ insights into the Californian school environment. This research collected data from various samples of black parents residing in California. The survey included questions concerning parents’ involvement dimensions, such as school events, communication with the teacher, and the rate of school activity involvement.
Moreover, the study by Berkowitz et al. (2017) collected other data, including parents’ perceptions of the school climate, safety, and positive relationship with the school. The research findings exposed that the active involvement of such parents in school activities and frequent communication with teachers enhances their perception of the school climate and thus supports their children’s education. Moreover, their trust in educators was enhanced, supporting them in facilitating children’s academic achievements. Therefore, this article is a relevant source when investigating the effect of African American parents’ association in their kids’ educationdren.
Grice, S. (2021). Perceptions of family engagement between African American families and schools: A review of the literature. Journal of Multicultural Affairs, 5(2). Web.
The article’s main purpose is to examine the affiliation between African American family engagement with schools. Grice (2021) utilized the existing literature to gain insights into black parents’ experiences with their commitment to these kinds of educational facilities. The aspects that formed the research base included communication between the family and the school, the rate of parental participation, and collaboration in supporting black students. The author found that active communication and parents’ involvement in educational activities positively impacted children’s education. They found that most students whose parents were actively involved registered high performance due to increased attendance and emotional support.
Gross, D., Bettencourt, A. F., Taylor, K., Francis, L., Bower, K., & Singleton, D. L. (2019). What is parent engagement in early learning? Depends on who you ask. Journal of Child and Family Studies, 29(3), 747–760. Web.
This research study investigates the concepts surrounding the engagement of parents in the learning process of their children. Gross et al. (2019) highlight that institutions of education must consider multiple viewpoints concerning parents’ engagement. Moreover, their research sought to find out the importance of actively including mothers and fathers in the education of their young children.
This focus makes the source highly relevant when answering the provided research question. To be more precise, the findings of the study by Gross et al. (2019) contribute to a better understanding of the impact of parents’ engagement in the learning process and the attendance of the students. Therefore, this source can be used to provide literature to support the correlation between parents’ involvement in school-related events and the kids’ academic performance, attendance, and well-being.
Huguley, J. P., Delale-O’Connor, L., Wang, M.-T., & Parr, A. K. (2020). African American parents’ educational involvement in urban schools: Contextualized strategies for student success in adolescence. Educational Researcher, 50(1), 6–16. SAGE. Web.
The focus of this article by Huguley et al. (2020) was to explore the involvement of African American parents in urban schools to promote adolescent academic success. This research aimed to identify the challenges that hindered black parents’ involvement in school-related activities, which research found to be affecting the overall performance of black students. The authors combine a comprehensive literature review and qualitative data collected from African American parents, among other school stakeholders. This article found that school-home partnership, communication with teachers, and supporting children at home improve black students’ academic performance, attendance, and well-being. Therefore, this source is appropriate as it provides a basis for researching the effects of black parents’ involvement on students’ success.
Jarrett, R. L., & Coba-Rodriguez, S. (2019). “Whatever I can imagine, we did it”: Home-based parental involvement among low-income African American mothers with preschoolers enrolled in Head Start. Journal of Research in Childhood Education, 33(4), 1–20. Web.
This paper by Jarrett and Coba-Rodriguez (2019) focuses on black mothers’ home-grown parental engagement with their three- to five-year-old children in Head Start programs. This article aimed to identify how these mothers interacted with their children to aid their preparation for the Head Start exams and the outcomes. This study employed qualitative methods of data collection, such as observation and interviews, to gather information from low-income African American females with preschoolers. The authors found that such home-based preparation organized by black mothers positively impacted their performance on the Head Start exams and well-being.
Latunde, Y., & Clark-Louque, A. (2016). Untapped resources: Black parent engagement that contributes to learning. The Journal of Negro Education, 85(1), 72–81. JSTOR. Web.
This paper’s main focus was to highlight the importance of black mothers’ and fathers’ engagement that contributed to black children’s learning. This article argues that for students to be successful in their educational aspirations, parents must provide the necessary resources to aid children’s education. To draw conclusions, the authors conducted observations and interviews as qualitative methods to collect the essential data.
The determinants of this research were the various ways parents engage with their kids and the strategies used to aid children’s performance. The findings of this study revealed that the assistance and valuable contributions, such as textbooks, among other vital requirements, enhance black students’ performance. Moreover, the article revealed that black parents taught their children cultural knowledge and, thus, made children culturally cautious, making them adamant about racial discrimination.
Marcucci, O. (2019). Parental involvement and the black–white discipline gap: The role of parental social and cultural capital in American schools. Education and Urban Society, 52(1), 001312451984628. SAGE. Web.
This study by Marcucci (2019) aimed to inspect the connection between parental participation and the discipline issue determined among white and black learners. The article explores the social and cultural roles of both black and Native American parents in ensuring discipline, which has an impact on student outcomes. The authors employed qualitative and quantitative data collection methods, gathering information from parents, school administration, and teachers to comprehend the experiences and views of stakeholders in the education sector. Marcucci (2019) found a complex dynamic between parents’ engagement, social and cultural capital, and disciplinary practices in most American schools. It was found that parents can enhance children’s discipline by actively participating in school activities, which comes with academic performance and well-being.
Miller, O. L., & Banks-Hall, R. L. (2019). Parental involvement in education. Parental Involvement in Education, 116–140. APA PsycInfo. Web.
Miller and Banks-Hall (2019) conducted this study to explore parents’ involvement and children’s school success. This article criticizes the failure of schools to consider black children from a low socioeconomic background, as this was found to affect their well-being and performance in schools. This research further explains that the absence of black parent participation in school and learning activities due to poverty significantly affects black students in United States schools. This article is appropriate to the provided research question because it presents the factors that affect black student performance in school due to a lack of parental involvement.