Thesis (M.Ed. (Educational Psychology))--University of the Witwatersrand, Faculty of Education, 1998.

There is a growing interest in studying the influence of parental involvement on student achievement, as well as factors that influence parents' choices in being involved in their children's education. This study examined the relationships among socioeconomic status, parental involvement, and students' mathematics achievement in Jordan and the United States. It also investigated the reasons that motivate parental involvement in both Jordan and the United States. For data collection, a four-section instrument was distributed to parents/guardians of students in grades four, five, and six from Jordan and the United States in order to collect demographic information, socioeconomic status, parental involvement levels, mathematics achievement, and qualitative data about the nature of parental involvement and parents' reasons for being involved in their children's mathematical education. The study revealed no relationship between socioeconomic status and parental involvement in Jordan. In the United States, however, the study revealed a positive relationship between socio-economic status and parental involvement at home; only parents' education level had a statistically significant relationship with parental involvement at school. The study further revealed a positive relationship between parental involvement at home (PIH) and students' mathematics achievement (SMA) in both Jordan and the United States. Also, a positive relationship between parental involvement at school (PISC) and students' mathematics achievement (SMA) was observed in the Jordan sample. However, no relationship between PISC and SMA was found in the United States sample. Also, the findings revealed a positive correlation between SES and SMA for the United States sample. However, in the Jordan sample, a positive relationship existed between family income and SMA, and parents' education level and SMA, while no relationship was found between parents' employment status and SMA. Furthermore, the findings revealed a significant difference only between the correlation coefficients of PIH and SMA between Jordan and the United States. The findings of the qualitative data analysis did not particularly support the quantitative findings, but they did provide a clear understanding of parents' diverse reasons for why they chose to be involved in their children's education, such as social and economic gains for their children. It also showed what parents believed affected or influenced their ability or choices with regard to being involved in their children's education. In light of the findings, a number of recommendations were given for further research and practice, specifically with regard to curriculum development and the design of parent-school communication programs.

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The present study explores the origins of fear of intimacy, specifically assessing parental involvement and attachment style. Correlations between each variable were analyzed and a mediation model was explored as well. Participants in this study (N = 372; mean age = 25.78; 86% female) completed scales to measure parental care, parental overprotection, attachment avoidance, attachment anxiety, and fear of intimacy. Data was analyzed to reveal correlational results that support the hypotheses. Negative correlations were found between parental care and attachment avoidance, attachment anxiety, and fear of intimacy. Parental overprotection was positively correlated with attachment avoidance, attachment anxiety, and fear of intimacy. Both attachment avoidance and attachment anxiety were positively correlated with fear of intimacy. Additionally, a mediation model assessed the extent to which attachment mediated the relationship between parenting and fear of intimacy. Attachment avoidance and attachment anxiety were both found to be partial mediators in this relationship; however, avoidance did not mediate when parental overprotection was considered the independent variable. These results link childhood experiences and adult relationships in a way that brings new light to the importance of parenting and attachment in shaping adult experiences. Results also make way for personal, clinical, and professional applications in the fields of education, parenting, and mental health.

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Parental involvement is highly important for children's success at school. Research has shown that parental involvement leads to higher student achievement, better school attendance, and a reduction in dropout rates. However, what happens with those parents who do not speak English or have limited communication skills in this language? How can they become involved in their children's schooling when the children attend school in a language foreign to the parents? This study examines the experiences of three Mexican immigrant mothers and one father getting involved in their children's education in the United States. Helena was an active participant of a service-learning program hosted by a medium-sized Land Grand University. Sandra also attended the program but only for some time. Finally, the Hernandez parents, Mercedes and Jose Luis, were randomly selected in the community and did not participate in the service-learning program. This qualitative study relied mainly upon semi-structure interviews with the participants along with observations and field notes. The conclusions from this study provide insight as to how Mexican-immigrant parents with low-income develop an understanding of the school system in the United States. Analysis revealed two main strategies that parents use to communicate with the school: 1) using interpreters as affordance networks for communication, and 2) using their own knowledge of English to take actions and comply with school requirements. Data show that, contrary to common assumptions, parents do not prefer children as their first option for interpreting functions. In terms of learning about standard cultural practices of parental involvement parents accommodate to school demands by using various strategies and resources from their funds of knowledge. Parents learn about standard cultural practices of parental involvement and at the same time they support their children's education; in this process parents rely on their own cultural repertoires. Besides, parents seek places where they can develop community ties in order to learn about the how-tos of life in the United States. Finally, findings demonstrate that parents feel frustration and anxiety about their relationship with the schools, since they are facing with great resilience the every life challenges of living in a culture and language different from their own. The main findings of this study and discussing on the implications provided a discussion for policy changes in the context of the NCLB act, and suggestions for teacher preparation programs, and local school or service programs. / Ph. D.