The purpose of this study was to explore whether Latino parent perception of their involvement in their elementary child’s education affect their child’s behavior in the classroom. Previous research has demonstrated that parent involvement in education enhances the academic, socioemotional, and behavioral outcomes of children (Matingly et al., 2013). The current study utilized the qualitative method to examine Latino parent perception of school involvement and its relationship to child’s classroom behavior. Results from interviews were transcribed and analyzed. Findings of this study suggest that a relationship exists between parent perception of involvement in child’s education and child’s classroom behavior. Findings revealed three major themes: perception of parent involvement, communication and barriers. Results may bring awareness to the Latino community of how parent involvement can impact behavior and lead to mental health implications. Findings may influence social workers to change school policies, develop new programs and to refer them to adequate services.

Using Delgado-Gaitan and Trueba’s (1991) empowerment/disempowerment definition as a framework, this dissertation investigated how Korean immigrant mothers perceived and practiced parental involvement in their children’s schooling, and how an empowerment/disempowerment process occurred during their involvement. To inquire into the research questions, this study used the qualitative case study method, and five Korean immigrant mothers were the cases. The interview method was used to gather data, and an unstructured interview protocol, as well as a semi-structured interview protocol, was used for the interviews. Each mother was interviewed three times. From this study, I found these things: For the concept of schooling, all the Korean mothers in this study agreed that schooling is all activities relevant to acquiring abilities related to having a better school life, and that the concept of parental involvement includes all the activities to support their children’s schooling, regardless of activity types. In a comparison of their beliefs and their practices for involvement, they show accord in terms of the comprehensive nature of parental involvement. However, there were also discrepancies between their perceptions and practices of involvement. To get an understanding of the discrepancy issue, their involvement experiences were explored, based on an empowerment/disempowerment framework. The Korean immigrant mothers showed distinctive features in empowerment and disempowerment while they were involved in their children’s schooling. First, they felt contradictory feelings—guilt and pride-- toward their identity, and this influenced their empowerment and disempowerment. The second feature was the struggles that the Korean immigrant mothers reported: cultural differences, exclusion, and a lack of English skill for involvement. Last, the most salient feature to influence their empowerment/disempowerment was the standard they were using to evaluate their involvement. These findings were discussed in terms of the features of empowerment/ disempowerment and the factors that influenced their empowerment and disempowerment. The Korean mothers’ standard of evaluation was discussed in depth, since it was determined to be the most basic issue to impact their empowerment/ disempowerment experiences. Based on the findings, this dissertation concluded with presenting implications for teachers, educational administrators, and Korean immigrant mothers themselves, and with suggestions for future research. / text

The purpose of this study is to investigate if campus involvement, either in high school or college, has a relationship with civic engagement after college. Current UCF students, who have at least finished their first year, will be surveyed about their high school involvement to determine if it is related to their college engagement; and, recent UCF Alumni, graduated between 2014-2018, will be surveyed to determine if there is a relationship between campus engagement and civic life after graduation. As well, the data will review other key aspects like campus location, race, gender, international status, motivations, religious affiliations, etc. The surveys were collected virtually over a few months through various social media platforms and then coded into a spreadsheet for analysis. This study is important because it will evaluate the connection between campus involvement and long-term civic engagement. With more students being invested in UCF's diverse and inclusive community, over time, their civic engagement will also increase. This will hopefully result in a better future for UCF's student leaders as they graduate and move on through their life. The results of this study indicated that there was a relationship between high school involvement and college campus involvement. However, there were no other statistically significant relationships or differences in the other research questions.

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Thesis (M.ED. (Educational management)) --University of Limpopo, 2010 / Refer to document

Substance use during adolescence is associated with numerous undesirable short term and long term consequences. This study examined rates of substance use, as well as rates of elevated anxiety and depressive symptomalogy, among 138 students attending a predominantly Hispanic, low-SES high school. The current study also examined the complex relationships between adolescent substance use, mental health problems, and involvement in school-based extracurricular activities, among this ethnically diverse sample. Results included that a significant proportion of adolescents in the sample fell in the "at-risk" category for a clinical diagnosis of depression and/or anxiety disorder. Further, those students who reported smoking cigarettes and using marijuana were more likely to endorse feelings/thoughts related to school avoidance. Results also indicated that the more adolescents reported being involved in prosocial/academically oriented school-based extracurricular activities and/or special interest clubs, the less likely they were to report smoking cigarettes. Finally, involvement in athletics protected students with social anxiety from using cigarettes. Implications of these findings for future research as well as practice are also discussed.

Researchers have explored the effects of Adverse Childhood Experiences (ACEs) on academic performance from elementary years to young adulthood. In this study, we explored the relationship between ACEs and academic performance in high school and academic student self-perception, and the further role that community or high school extra-curricular involvement may play in this relationship. In this study, we hypothesize that participants with higher ACEs will have poorer academic performance than those with lower ACEs. Secondly, we hypothesize that students with higher ACEs will have a lower academic self-concept than students with lower ACEs. Thirdly, we hypothesize that community or extra-curricular involvement in high school will buffer the effect of ACEs on GPA. Finally, we hypothesize that this extra-curricular involvement will also buffer the effect of ACEs on academic self-concept. Using surveys through the REDCap platform, data was collected from 75 East Tennessee State University students above the age of 18. Using SPSS software, we ran correlations to determine the relationship between ACEs on both GPA and academic self-concept. There was no significant correlation between ACEs and GPA or ACEs and academic self-concept scores. Moderation was conducted through SPSS PROCESS to determine whether total involvement could moderate the effects of ACEs on GPA or academic self-concept. There was no significant moderation in the model predicting GPA. In the model predicting academic self-concept, however, ACEs did emerge as a significant predictor of academic self-concept, although extra-curricular involvement did not. Further, extra-curricular involvement did emerge as a significant moderator, such that the negative relationship between ACEs and academic self-concept was no longer significant at mean or high levels of extra-curricular involvement. In other words, ACE scores only predicted poorer academic self-concept for individuals with low levels of extra-curricular involvement. Results and limitations suggest future research on the relationship between ACEs on academic self-confidence and total extra-curricular involvement.

Parent engagement in education benefits a child academically and socially, regardless of a family's socioeconomic status. It is critical for school personnel to use effective outreach approaches to engage and support families in their children's learning. The purpose of this qualitative bounded single case study was to explore parent and school personnel perspectives of school engagement in preschool and kindergarten programs in an urban, midwestern Title 1 PK-5 school. The research questions focused on participants' definitions of parent engagement, parental motivation to participate in a child's learning, and the factors that may deter parental engagement. Hoover-Dempsey and Sandler's model of parent involvement and Bronfenbrenner's bioecological systems theory framed this study. A purposeful sample of 14 parents and 5 teachers of 4-year-old kindergarten and kindergarten students and 1 principal, volunteered and participated in semi-structured interviews. Interview data were analyzed thematically using open and thematic coding strategies. Participants defined engagement as meeting a child's basic needs, supporting learning at home and school, participating in school-based activities, and home-school communication. Findings indicated that parent capacity to support learning, school climate, and the value of education are key to a child's academic and social future, volunteerism, and home-school communication. Recommendations for action include administrative formation of a parent engagement committee to create a comprehensive parent involvement policy to ensure that parent engagement efforts address the needs and interests of families. These endeavors may contribute to positive social change when administrators provide strategies and shared leadership among school personnel and parents to increase parent engagement in student learning.

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