The effects of residence location on parental involvement with the school

John M.

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The effects of residence location on parental involvement with the school

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Themes

children, schooling, parents, parental involvement, school, student, education, student performance

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Abstract

Various educators, the public and other education policy makers have tried to ascertain whether there is any impact of residence location on the parental involvement in schools. In a bid to obtain such relationship, educational stakeholders have carried out various researches and studies to find out how parental involvement in their children's education and affects the academic performance of children. The other component that has not been left out in the ongoing research and study are the potential factors that affect the overall student performance in public schools. In essence, it is revealed that there is significant relationship between of parental involvement in students' education (Cheng, 2005). For instance, parental involvement in child education often result into improved positive attitude towards education and learning, study efficiencies and academic success in children.

Introduction
Researches
Findings
Discussion and Implications
Conclusion

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Extract

[...] In addition, residency location also influences parental involvement in the context of availability of social opportunities. Consequently, lack of variety of social opportunities in certain regions especially in rural areas often leave schools and school activities to play a significant role in the lives of parents in these regions. The length of residency also play affects parental involvement: longer period of residence within the region or area of school location may result into more parental involvement due structural advantage in socialization. [...]

[...] They suggested that high degree of urbanism imposes considerable structural barrier for urban parents' active interactions with the school agents. This can be attributed to the large population sizes and density which tend to weaken the extent of primary interactions and peoples interactions (Yongmin et al, 1994). In addition, insufficient community social network in urban areas can contribute greatly to hindrance of information flow among parents, thereby decreasing the capacity of the community to promote positive active parental involvement. Secondly, neighborhoods, communities or the geographical localities have different sub cultures that are characterized by distinctive norms, values and ideologies (Yongmin et al, 1994). [...]

[...] Therefore, the extent at which the parents within these sub-cultures or groups perceive the action of parental involvement differs. This variation may be due to the general community attitude towards parental involvement or the frequency level of parental involvement and participation. Due to the fact that cultural norms in urban areas are chiefly characterized by more impersonal social relationship and limited attachment to local neighborhood and communities, the urban parents have less tendencies to participate in school related activities (Yongmin et al, 1994). [...]

[...] Although various studies have underscored that parental involvement in child education contribute to improved academic performance, very few have explored the factors that influence parental involvement (Yongmin, Hobbs, Elder & Dongchu, 1994). In particular, very few studies have investigated the impacts of residence location and parental involvement. Having experienced shifts in location of residence in several occasions, in many occasions my family had been forced to move four times since my father was ever looking for better district and quality education. [...]

[...] Yongmin et al (1994) also carried research on the effects on residence location on parental participation in school. According to Cheng (2005), different researches have been carried on the relationship between parental social economic status and the parental involvement in school. Findings Analyses by Sun and Hobbs indicated modestly higher rates of parental- school interaction among parents in local areas than those in urban and semi-urban metropolitan areas (Cheng, 2005). Different sociological studies on urban-rural social attachments indicated that community attachment in urban areas was weaker than in the rural areas (Stan & Howley, 1997). [...]

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