2 SCHOOL-BASED FAMILY INVOLVEMENT Acknowledgements I would like to express my gratitude to Dr. Nadia Wrosch who believed that I could finish and guided my research through an incredible learning experience. Thanks also to my committee Dr. Mower and Dr. Byrne. I would like to acknowledge my husband, Kenny Foster, who’s name should be written right alongside mine. I am so grateful for every meal you cooked, time you spent with our kids, and so much more. You are my education buddy for life. Thank you, Rick, Jonny, and Robbie, for being patient and loving kids. You three have been my cheerleaders the whole time! I would also like to acknowledge my grandparents, Lily and Fred Ess, who supported this endeavor financially and with all the love in the world. Also, for Elizabeth Halsell, my grandmother, who taught me to read, and was a teacher for many years- inspiring me to take on the career. Gratitude also to my cousin Lindsey Halsell, who helped me digest many research articles and gave lots of editing advice! Thank you, Dr. Rebecca Sansom, for helping me edit my survey tool. Thank you Mel Farr for not letting me quit! I am grateful for the many public educators that inspired me growing up and provided me a safe place to learn without limits. Mrs. Gerrell (5th grade), Mrs. Scales (6th grade), Mr. Murray (middle school choir), Mr. Glassford (9th grade biology), and many more who have faded into the fabric of good memories. I am forever grateful to my school community, who’s immense support continues to inspire me. The parents who volunteer, the teachers who coach each other, the students who continue to grow up. Thank you for being my village, for raising my children as I taught yours. 3 SCHOOL-BASED FAMILY INVOLVEMENT Table of Contents NATURE OF THE PROBLEM ......................................................................................... 6 Literature Review.................................................................................................... 8 Introduction ................................................................................................ 8 Theories of Parent Involvement ................................................................. 8 Measuring Parent Involvement .................................................................. 9 Barriers to Parent Involvement ................................................................ 12 Models of School-Based Involvement ..................................................... 15 Conclusion ............................................................................................... 19 PURPOSE ......................................................................................................................... 21 METHOD ........................................................................................................................ 22 Participants ......................................................................................................... 22 Instrument .......................................................................................................... 22 Procedure ........................................................................................................... 23 Researcher Bias .................................................................................................. 23 FINDINGS AND DISCUSSION ..................................................................................... 24 Limitations and Recommendations ..................................................................... 30 Conclusion ........................................................................................................... 32 REFERENCES ................................................................................................................. 33 APPENDICES Appendix A: Harvard Graduate School of Education Survey ............................ 37 Appendix B: Online Survey Questions .............................................................. 39 Appendix D: Research Approval Letter ............................................................. 42 4 SCHOOL-BASED FAMILY INVOLVEMENT List of Tables Table 1. Confidence Scores of Families When They Volunteer at School ............................ 24 Table 2. Confidence Scores from Families Between Core Curriculum and Non-Core Curriculum Subjects ................................................................................................................................ 25 Table 3. Confidence Scores Comparing Communication and Connections Between Families and Teachers and Families to Families ....................................................................................... 29 5 SCHOOL-BASED FAMILY INVOLVEMENT Abstract The purpose of this descriptive study was to further understand the perceptions of families during their involvement at a district charter school in Utah. To more fully understand families’ perceptions while they were involved at school, an online survey was given to families asking them to rate confidence, communication, and connections involving different school community aspects. The survey also contained open responses asking for families’ motivations to volunteer and improvements that could be made when involved at school. Results suggest that although there are high levels of reported confidence and perceptions of community collaborative practices, uneven power dynamics within the community was also evident (Ishimaru, 2019). Further examination of parent involvement strategies and practices at the district charter school should take place to ensure family-centered and equitable collaboration is happening (Knopf & Swick, 2008; Ishimaru, 2019; Wang, 2011;). 6 SCHOOL-BASED FAMILY INVOLVEMENT NATURE OF THE PROBLEM Many United States federal education policies and reforms, such as Individuals with Disability Act, Goals, and the Elementary and Secondary Education Act have included parent involvement as a part of their initiatives for improving education (Epstein, 1995; Schueler, et al., 2017; Tekin, 2011). Parent involvement is defined as parents or families’ involvement working with “schools and their children to benefit their children’s educational outcomes and future successes” (Hill et al., 2004, p. 1). Over the years, studies have associated parent involvement with mostly positive student outcomes (Hara & Burke, 1998; Hill, et al., 2017; Hoover-Dempsey et al. 2005; Ma et al., 2016; Wilder, 2014). Among these student outcomes are improved school behavior, increased positive learning environments, and student achievement (Hill, et al., 2016; Park, et al., 2017). In today’s schools, parent involvement is a multifaceted construct and takes the form of school-based involvement or home-based involvement (Hoover-Dempsey, 2011; Toren & Seginer, 2015). School-based parental involvement includes volunteer work in classrooms, on school committees, attending school events, assisting teachers, and shared governance opportunities (Epstein, 1995; Schueler, et al., 2017; Wang, et al., 2016). School-based parent involvement impacts and influences school communities, school environments, and general school functioning (Park, et al., 2017). The networking of parents while engaged in school-based activities provides benefits for students of all demographics (Park, et al., 2017). However, school-based parent involvement reforms have focused on family barriers or deficiencies, rather than examining school and teacher policy (Ishimaru, 2019; Jimenez-Castellanos, 2007). If school-based parent involvement is to be a successful component of education, further study is needed to support family-school partnerships and collaboration (Hoover-Dempsey, et al., 7 SCHOOL-BASED FAMILY INVOLVEMENT 2005; Ishimaru, 2019; Knopf & Swick, 2008; Ma, et al., 2015). Families’ diverse social capital and individual circumstances can be considered when implementing pathways, programs, or communication for school-based parent involvement (Ferrera, 2015; Hill et al., 2018). Social Capital Theory refers to resources accessed within social relationships (Crosnoe, 2004). Educators, administrators, and schools can create more opportunities for school-based parent involvement that stems from diverse family needs they have in education (Bulotsky-Shearer, et al., 2016; Knopf & Swick, 2008). Strategies to build stronger authentic family-school partnerships should be examined within the school-based family involvement construct (Ishimaru, 2019). 8 SCHOOL-BASED FAMILY INVOLVEMENT LITERATURE REVIEW Introduction In this literature review, focus is given to school-based involvement of families, specifically, the framework and motivation parents consider when becoming involved in their child’s education. How parent involvement is measured is addressed next, followed by barriers parents encounter when attempting to be involved in school-based programs and activities. Lastly, previous models to facilitate school-based parent involvement are analyzed. Theories of Parent Involvement Tekin (2011) documents three main frameworks that underpin parental involvement: Piaget’s cognitive developmental theory, Vygotsky’s sociocultural theory, and Bronfenbrenner’s ecological systems. All three theories emphasize the relationship between the child and their environment (Tekin 2011). Piaget suggested that children learn best when they connect their parents during the child’s schooling (Tekin, 2011). Vygosky concluded that family is a child’s first teacher and children gain knowledge in their communities, with guidance from adults (Tekin, 2011). Brofenbrenner’s theory looked at children’s learning ecologically, being affected by multiple aspects of the child’s community and world (Tekin, 2011). In addition to these models, Tekin (2014) also reviewed Epstein’s model, which identifies six types of parent involvement: “parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community” (Tekin, 2011, p. 7). This detailed model offers many ways for parents to be involved, but the views and attitudes of the model are school/teacher centered (Epstein, 1995). Other researchers such as Hoover-Dempsey and Sandler’s model sought to explain why parents get involved (Tekin, 2011). Their theory incorporates parent motivational beliefs, looking more through a psychological perspective, and 9 SCHOOL-BASED FAMILY INVOLVEMENT are based in Bronfenbrenner’s (1986) theory of a child’s environment affects development and learning. Hoover-Dempsey and Sandler (Tekin, 2011) suggest that parents get involved because they feel a responsibility to do so, and that involvement will help their child better succeed. Measuring Parent Involvement Researchers have investigated how best to measure parent involvement (Oswald, et al., 2017; Schueler, et al., 2017). Schueler et al. (2017) in their research of school-based parent involvement developed a survey using parents’ perceptions of their own engagement and perceived barriers to that engagement. To aide in developing their survey, Schueler, et al., (2017) conducted focus groups and interviews with parents. After the survey tools were developed, the researchers conducted three studies to test their diagnostic tool. The participants in their research included over a million respondents from Survey Monkey’s national panel (Schueler, et al., 2017). Participants were recruited through Survey Monkey, which invited parents of children 5- 18, to take the survey. Oswald et al., (2018) used data from the 2012 National Household Education Surveys Program to examine trends in parent involvement and to determine what characteristics of families influenced their type or amount of parent involvement. The survey participants were sampled from all 50 states and the District of Columbia. Participants were parents or guardians of K-12 children. A total of 159,994 households were selected, but only 17,563 participants data were eligible. The specific type of school-based parent involvement that families were surveyed about included volunteering in their child’s classroom, attending conferences, attending a school meeting, and serving on a school committee (Oswald, et al., 2018). Researchers found that the following family characteristics were present for involved families; children of a female gender, 10 SCHOOL-BASED FAMILY INVOLVEMENT younger than fourth grade, healthy, and did not have a disability (Oswald, et al., 2018). These findings supported earlier parent involvement research by Choi, Chang, Kim, and Reio (2015). Choi et al. (2015) researched three demographic variables for their study; family socioeconomic status, student gender and family goals and hopes for their child. This study used data from the Educational Longitudinal Study of 2002, which collected data from high school until college or early workforce. They first explored the relationships between school performance of 10th graders and parent involvement. Total student and parent samples totaled 15,000, and randomly sampled from 750 schools in the United States. To measure school performance, reading and math tests were used. To measure parent involvement, parents were given questionnaires. School-based parent involvement in this study was defined as direct parent participation in school events or activities, of which, parents self-reported on the questionnaire. Although this study did not find strong relationships between school-based parent involvement and student academic achievement, the study concluded that family socioeconomic status, gender, and family aspirations for their child does factor into the amount of involvement parents contribute (Choi, et al., 2015). This study also suggests that parent involvement impacts more than just academic outcomes, but it can also positively impact psychological attributes, which can lead to higher academic performance (Choi, et al., 2015). According to a meta-analysis that analyzed 46 studies on the relationship between parent involvement and academic outcomes in early childhood and elementary, there are positively correlational implications related to children’s cognitive learning outcomes (Ma, et al., 2016). This meta-analysis also showed that family involvement in schools and authentic partnership development between schools and families promote learning outcomes for children (Ma, et al., 11 SCHOOL-BASED FAMILY INVOLVEMENT 2016). This research recommends that the design of parent involvement should be more structured for younger elementary and early childhood children (Ma, et al., 2016). Park, Stone, and Holloway (2017) researched the impact of school-based parent involvement in relation to school environments and student achievement. Data for this study was utilized from Early Childhood Longitudinal Study-Kindergarten cohort, first collected in the fall of 1998, as this class entered kindergarten. In the study’s base year, 21,409 students from 914 public schools were sampled. Spring assessment data collected yearly through their 5th grade year was used in this particular research. To find out more about school climates and level of parent involvement in the various schools, administrative surveys were sent to sampled schools. They broke down the effects of parent involvement into three categories; public-good, private-good, and parent networking, all of which connect to social capital theory (Park, et al. 2017; Park & Holloway, 2017). School-based involved parents often assisted teachers by aiding in instruction, helped with student safety, contributed to a caring classroom environment, and were more likely to secure more supplies and resources for the school (Park, et al., 2017). “School-based parent involvement social capital can thus be framed as a public resource that contributes to the wider school community” (Park, et al., 2017, p. 196). When parents were volunteering in various roles at school, their networking and relationships increased and schools were positively impacted. Park et al. suggested that increased levels of school-based parent involvement are associated with positive school learning environments (2017). They argued that school-based parent involvement needs to be perceived more towards the greater whole of the school community, which links to Social Capital theory (Corsnoe, 2004). When Park et al. was able to apply school-based parent involvement to a whole school community, versus focusing on single 12 SCHOOL-BASED FAMILY INVOLVEMENT family input, relationships and learning outcomes became clearer. They concluded that school-based parent involvement was correlated with the greater school community functioning positively (Park, et al., 2017). Barriers to Parent Involvement Despite the desire to participate in school-based activities, many parents encounter challenges and barriers. These barriers include, but are not limited to, socioeconomic status, marginalization, cultural understanding, and changing family structures (Hoover-Dempsey, 2005; Wang, et al., 2016). Families from lower SES were found to have lower efficacy in assisting their children in school, which then created lower standards from families for these children, which in turn led to lower engagement levels with school and their education (Choi, et al., 2017; Wang, et al., 2016). For low-income parents, they may not have the time, means, or efficacy to feel comfortable in schools or in supporting their children at home with schoolwork (Wang, et al., 2016). Additionally, many parent involvement practices are not centered on individual families, but the teachers and school institutions’ needs. This makes it difficult for parents with low socioeconomic status to meaningfully participate in their child’s education (Giovacco-Johnson, 2009). In a qualitative study, Yoder and Lopez (2013) conducted focus group interviews with 12 parents whose kids attended an after-school enrichment program called the Bridge Project, and who lived in low-income housing. Yoder and Lopez wanted to better understand barriers parents faced when trying to get involved at school from this specific population. Through these open ended interviews the researchers identified five themes impacting parental engagement with schools, which included “tangible barriers, supports and resources, marginalization, jumping through hoops, and school choice” (p. 422). Tangible barriers were situations such as being a 13 SCHOOL-BASED FAMILY INVOLVEMENT single parent, and generally made tasks more difficult to participate in or attend. Supports and resources were anyone else the parent could rely on or turn to when needed. Community agencies and family members were an example that parents responded with for this category. Marginalization of parents was identified and defined in this study as when parents expressed feeling powerless within the school as a system (Yoder & Lopez, 2013). Parents often felt dismissed and excluded because they lived in low-income housing (Yoder & Lopez, 2013). Jumping through hoops in the interviews referred to attempts parents made to problem solve at school, and felt unsuccessful. Even when parents asserted themselves at school, they felt marginalized. Lastly, feelings of not being able to choose where their child attended school or what teacher they were assigned. Parents who felt like they had no choice as to where their child attended, did not feel as welcome in schools (Yoder & Lopez 2013). While Yoder and Lopez (2013) observed that parents were innovative and motivated in overcoming as many barriers as they could, the researchers identified that marginalization was the most significant obstacle to parent involvement. Yoder and Lopez (2013) suggested that instead of providing assistance with tangible barriers, schools should focus on deconstructing current paradigms of power that perpetuate marginalization. Examples of this would be to strengthen the parent voice within schools and facilitating parents into decision making. Another suggested practice to decrease marginalization was to find choices parents can make within schools, helping them feel more powerful (Yoder & Lopez, 2013). The theme of marginalization was repeated in another study by Hill et al. (2004) and again by Malone (2017). The study by Hill et al. was part of an ongoing, multi-site longitudinal study, whose participants were 463 parents, picked at random. These parents were approached for the study when their children started kindergarten. Children, parents, and teachers were 14 SCHOOL-BASED FAMILY INVOLVEMENT interviewed over the course of their time in school through 12th grade, and school records from the students were also accessed. Hill et al. found that parents from lower SES backgrounds felt less empowered to navigate and participate in their children’s schooling. They found parents from higher socioeconomic status were more likely to be involved and assumed themselves as equals to the educators and staff. In contrast, parents from lower SES backgrounds were limited by resources, social support, and efficacy (Hill, et al., 2004). Malone (2017) in her review of literature, identified work schedules and transportation issues, a preference for home-based involvement, and low visibility in the school community to be the main impediments for parents from low SES families. Malone also noted that the way researchers measure parent involvement impacts how visible low SES parents are in the school community. Malone (2017) suggests redefining parent involvement so that more strategies and forms can be accepted among all parents and that making that involvement or engagement visible. Teachers and schools may not be aware of effective strategies that connect to diverse families and various cultural orientations. In a study by Ryan et al., researchers directly examined Latino parents’ views on education and parent involvement (2010). This study was conducted with 104 families who were enrolled in a dual-language program at an elementary school in Omaha, Nebraska. Parents of this dual-language program were asked by the school to volunteer 20 hours per year at school. These school-based involved parents were given questionnaires to assess if their cultural orientations made a difference in their parent involvement. Researchers concluded that, in contrast to some stereotypes, Latino parents support their children’s education and have high expectations (2010). Ryan et al. (2010) also suggested that although socioeconomic status and tangible barriers are deterrents to parent involvement, 15 SCHOOL-BASED FAMILY INVOLVEMENT marginalization and feelings of helplessness were perceived as bigger issues for parents (Ryan et al., 2010). Knopf and Swick (2008) found that changing family structures were often a barrier to parent involvement, concluding that today’s families are more diverse, encounter more stress, and are more in need of resources from outside the home. Marital status, parental status, parent education, and income and employment status are only a few of the contributing factors to changing family structures and environment (Bulotsky-Shearer, et al., 2016; Oswald, et al., 2018). Some of the needed resources are more early childhood programs, caring for older parents and their own children, and more support from educators (Epstein, 1995; Giovacco-Johnson, 2009). The authors, after researching strategies to foster parent involvement, suggest that parents desire involvement, but are limited by family situations and disruptive life events. These researchers stressed that meaningful communication and building relationships with families would increase parent involvement (Knopf & Swick, 2008). Educators can bridge the gap between families and schools by learning more about their students’ families and using interactive and authentic communication to build relationships (Knopf & Swick, 2008; Epstein, 2010). Models of School-Based Involvement While researchers agree that parent involvement has an impact, the type of parent involvement and nature of the impact are an ongoing discussion. Epstein and Dauber (1991) found that teachers’ attitudes about parent involvement impacted how involved parents were. Their research used data from 171 teachers in eight inner-city elementary and middle schools. This data was then used to create a three-year action plan with teachers to expand parent involvement that will increase student learning. Epstein and Dauber’s data suggests that stronger 16 SCHOOL-BASED FAMILY INVOLVEMENT parent school-based involvement occurred in classrooms that had one teacher, like in elementary schools. Teachers with positive attitudes about parent involvement placed more importance on communicating with parents, holding conferences, and providing information (Epstein & Dauber, 1991). Data also suggested that schools and teachers should help parents understand how to effectively be involved with students at each developmental age (Epstein & Dauber, 1991). Schools can promote parent involvement equity by teaching parents how to effectively be involved. In a study of school-based parent involvement in a Chicago inner-city school, Hara and Burke (1998) found parent involvement to be a contributing factor in academic success for 175 third graders. After researchers met with the school’s third grade faculty, they developed specific strategies to implement at their school that aligned with Epstein’s (1995) research. The study created opportunities for parents to become involved in their children’s schools, providing workshops and teaching parents skills for helping with homework and techniques for reading with their children. School-based volunteers were recruited from these school activities and parents were asked to help in classrooms and other needed areas in the school. Parent participation at school increased 43% within two years of implementation and parents reported many significant positive results in regard to their connection with the school and faculty. Schools with programs that specifically target and fund parent involvement have also been effective. Hong (2011) discusses a parent mentor program that trained and funded several hundred parents to spend time volunteering in teachers’ classrooms. A program called Logan Square Neighborhood Association, parents worked one-on-one with teachers in their classrooms (Hong, 2011). This program helped parents learn about classroom strategies, goal setting, and 17 SCHOOL-BASED FAMILY INVOLVEMENT leadership in the community. Hong (2011) concluded that school-based involvement helped parents to see themselves as partners in the school and strengthen community connections. Another program, documented by Ferrara (2015), featured schools that hired and trained bilingual young adults as “parent involvement facilitators” to provide guidance to students at-risk of not graduating high school and their parents. The at-risk students sampled in the study were in 9th grade. The parent involvement facilitators served as liaisons between home and school, aiding parents and students in navigating the school system. Through these parent involvement facilitators, unique relationships of trust were built and families were strengthened in the school community. Ferrara (2015) concluded, through this program, parent involvement facilitators were able to raise family efficacy levels of at-risk families. This empowerment of families Ferrara (2015) claims connects data and human connection, which in turn leads to more successful learning outcomes for students. Several studies have found that parent involvement increased when parents, students, and teachers had the opportunity to collaboratively build community. For example, Giovacco- Johnson (2009) discussed a project that used narratives to connect children, families, and the school community, which provided deeper communication and engagement between stakeholders (Giovacco-Johnson, 2009). The project stakeholders were involved in an early childhood education program which included 80 diverse families. Data was collected from semi-structured interviews and narratives were written by families and displayed with a photograph. This exhibit called the Hopes and Dreams Project aimed to increase parent involvement through collaboration with the school and showcasing their families group belonging (Giovacco-Johnson, 2009). While data collected was unique for this program, the example it set for collaboration, valuing diversity, and articulating family aspirations, Giovacco-Johnson suggests, are key 18 SCHOOL-BASED FAMILY INVOLVEMENT strategies for developing authentic partnerships among teachers, administrators and families (2009). Knopf and Swick (2008) had similar findings regarding the importance of collaboration between families and schools. The researchers suggest a paradigm shift toward “family centered approaches” to strengthen parent involvement (Knopf & Swick, 2008). They suggest looking for alternative communicative tools to use with families and move away from newsletters and conferences. They also suggest using study groups, teachers talking together about how to better understand and support families; using self-assessment for teachers, reflecting on their current practices of facilitating parent involvement; using focus groups with families to gather input guidance and perspective (Knopf & Swick, 2008). Machen, Wilson, and Notar (2005) recommend, after their article reviewed parent involvement literature, that when developing parent/school collaboration programs: Schools and parents need more opportunities for communication that is positive. Look to overcome specific barriers parents face when trying to become involved. Finally, provide educational workshops for parents that educate parents about their children academically (Machen, et al., 2005). Incorporating these concepts into parent involvement programs can help increase participation and increase parents’ feelings of community in schools (Machen, et al., 2005). Ishimaru (2019) examined three qualitative case studies through the lens of traditional partnerships versus equitable collaborations with families, explaining that involvement is a more passive action for parents, and that engagement means that parents are more involved and have more input within schools. Ishimaru’s study investigated three concurrently working community initiatives and districts focused on improving school-based involvement. These three organizations were located within 20 miles of each other and serviced 20,000 to 30,000 students, 19 SCHOOL-BASED FAMILY INVOLVEMENT K-12, with a diverse racial and cultural demographic and “concentrated poverty” (Ishimaru, 2019). The three sites were given extra funding and support from The Pathways Project, which identified sites that were working toward improving their parent involvement, or had ongoing programs. During the study’s time, the three sites met to share ideas. Approximately, 115 hours of observation data was collected along with 68 interviews and 5 focus groups during the course of 2012-2013 school year (Ishimaru). Ishimaru found that although effort was made to improve existing programs, the experiences of parents had been limited to the constructs, policies, and power dynamics of educators and districts. Collaboration with families was not equitable, communication efforts continued to be a one-way experience, and non-dominant families had little influence or input into any programs. Ishimaru suggests that further research could examine how educators and schools could create more equitable collaboration through reciprocal communication, giving voice and influence to non-dominant families, and increasing the Social Capital of non-dominant families (Ishimaru, 2019). Conclusion School-based parent involvement increases student learning outcomes and contributes to success within the greater school community. Through this involvement, families become partners with teachers in furthering the education of all children. Collaborative practices that promote equitable school-based parent involvement should be promoted, strengthened, assessed, and reformed (Ishimaru, 2019; Ma, et al., 2016). Value and social capital of each family’s involvement should be explored further so that the school, family, and community partnerships can further develop (Crosnoe, 2004; Ferrara, 2015, Park, et al., 2017). To maximize the benefits of school-based parent involvement for all children, additional attention can be dedicated to improving a schools’ ability to create authentic partnerships with diverse families, 20 SCHOOL-BASED FAMILY INVOLVEMENT creating a place for all families to feel equitable collaboration within schools and communities (Ishimaru, 2019; Park & Holloway, 2017; Park, et al., 2017). 21 SCHOOL-BASED FAMILY INVOLVEMENT PURPOSE School-based parent involvement struggles to provide equitable partnerships within the public-school construct (Ishimaru, 2019). Current school-based involvement has been focused on overcoming faults within families and enacting teacher agendas and district policies (Knopf &Swick, 2008; Ma, et al., 2015). Although family involvement has shown to increase student learning and achievement, this involvement perpetuates static power dynamics and does not provide for authentic school-based parent engagement (Ishimaru, 2019). Current practices and policies concerning school-based parent-involvement deserve further examination into understanding motivations for and broadening perspectives of what families can do to contribute within schools (Epstein & Dauber, 1991; Park, et al., 2017). Likewise, parent involvement, which assumes parents as “passive” and maintains status quo, should be examined as parent engagement, which identifies parents as change agents who have power and jurisdiction to collaborate for the greater good of all within the school community (Ishimaru, 2019). The purpose of this research project was to further examine parent or guardian perspectives of their involvement at school (Schueler, et al., 2017). Specifically, this project elicited perspectives from families’ concerning: 1. Perceptions of their school-based involvement 2. Perceptions of relationships and dynamics of power parents have with teachers and other school community members 22 SCHOOL-BASED FAMILY INVOLVEMENT METHOD A descriptive study was conducted to gather data from families who attend a parent cooperative charter school in the intermountain west. This study used some modified questions (see Appendix A) from a survey tool from the Harvard Graduate School of Education (Schueler et al., 2017). The researcher’s survey used closed and open-ended questions to gather data from families who attended a parent cooperative charter school in Utah during the 2019-2020 school year (see Appendix B). This survey was designed to give specific feedback in regard to families’ perceptions of school-based parent engagement and further understand perceived relationships with teachers and the school community (Schueler, et al., 2017). Participants Participants of this study were families of children who attended the pre-k through 8th grade parent co-operative district charter school in Utah during the 2019-2020 school year. All families from all grades, preschool through eighth, were asked to participate. These families were given a link to take the online survey. All participants were kept anonymous, with participant names and individual situations kept confidential. There were 126 total participants who took the online survey. Instruments A survey was administered using the survey tool Qualtrics (see Appendix B). Questions used on this survey were modified from Schueler, McIntyre, and Gehlbach (2017) survey tool as a guide for understanding perceptions of parents who volunteer in schools (see Appendix A). Permission for educational use was granted for schools to use the survey, featured in Schueler et al. study. The original survey was created though a collaboration of Survey Monkey Company and the Harvard Graduate School of Education. The researcher’s survey used some questions 23 SCHOOL-BASED FAMILY INVOLVEMENT from Gehlback (2017) and other questions targeted specifically for the population of families who volunteer at the parent cooperative charter school in the intermountain west. There were 20 questions total, four of which asked open ended responses, 10 of which asked families to rank their answers according to a Likert scale. The six other questions families answered were for informed consent, how many of their children were attending the school, what grade their child or children were in, relationship to child, how often they volunteered at school, and what activities they engaged in when they volunteered at school. Procedure Following IRB and school district approval, the researcher used district email and directory email contacts to request parents, guardians, or other family members to participate in a research survey. The email sent contained a link to the survey tool. The survey was open for one week. During the week, the researcher sent two reminder emails to participate in the study and posted reminders on the school’s Facebook and Instagram pages. After the survey was closed, analysis of the data took place to study trends and patterns gathered from the survey data (see Appendix C). Qualtrics iQ was also used to sort data from within the open responses. Researcher Bias My background stems from being a teacher and parent at the parent cooperative charter school in the intermountain west for over 14 years. My role as teacher and parent has given me insight into the lives of many students and their families during their school-based parent involvement. However, because I have only been a teacher, not a parent volunteer, my understanding of the parents who volunteer is limited. I wanted to further understand how and why parents volunteer so much of their time, and what keeps them coming back into the classroom week after week. 24 SCHOOL-BASED FAMILY INVOLVEMENT FINDINGS AND DISCUSSION Research question 1: Parents’ perceptions of school-based family engagement. Questions seven through 12 in the survey were used to target research question one. Question seven, as seen in Table 1, asked families to rate their confidence when volunteering at school, 54% of families’ chose extremely to very confident and 36% chose moderately confident. This result indicates that most parents perceive confidence in their ability to be involved at school. Table 1 Confidence Scores of Families When They Volunteer at School Question Not at all confident Slightly confident Moderately confident Very confident Extremely confident Number of Respondents Q7: How confident are you in your ability to support children in learning while co-oping (volunteering) at school? 1% 8% 36% 32% 22% 99 Question eight and nine inquired about families’ confidence in relation to what subject they assist with during involvement. Survey results for question eight showed 55% of families answered extremely confident to very confident leading core subject areas. Question nine results showed 57% of families answered extremely confident to very confident in their ability to lead non-core curriculum. When comparing results from question eight and nine, families perceived 25 SCHOOL-BASED FAMILY INVOLVEMENT their confidence only slightly higher leading non-core instruction subjects versus core curriculum subjects, such as math and literacy as shown in Table 2. Table 2 Confidence Scores from Families Between Core Curriculum and Non-Core Curriculum Subjects Question Not at all confident Slightly confident Moderately confident Very confident Extremely confident Number of Respondents Q8: How confident are you in your ability to lead small groups during math, literacy, science, or social studies? 2% 12% 30% 37% 18% 99 Q9: How confident are you in your ability to lead small groups during explore times (mini-courses)? 3% 13% 26% 33% 24% 99 In both question eight and nine, there was also a significant percent of families’ that answered moderately confident. For question eight, 30% with core subjects and for question nine, 26% with non-core subjects. This data showed that regardless of subject, confidence was perceived by most families’ when participating in school-based involvement. The open response question 10, asked families what they most looked forward to when they volunteered, and an overwhelming response that emerged was getting to know the kids. One family member replied, “Getting to know the kids as individuals.” Another family member 26 SCHOOL-BASED FAMILY INVOLVEMENT replied, “(Volunteering is) a great opportunity to get to know and bond with my child’s friends.” Similarly, other family members described the time volunteering as an opportunity to create relationships with their child’s friends and see their child’s progress. These responses from question 10 showed that families’ highly value relationships they created while volunteering in the classroom. Other themes that surfaced in question 10 included enjoying time with their own child and being involved in all of the children’s learning. This confirms Tekin’s review of involvement theories from Piaget, Vygotsky, and Bronfenbrenner (2011) and how parents and children should be connected in multiple environments. Question 11 asked parents what motivates them to continue co-oping and if they did not currently co-op, what would motivate them to start. This question brought out responses of obligation, desire to be in school for their child, and learning about the inner workings of the school. Family members that perceived volunteering as an obligation responded with such statements as the following, “Well…it’s an expectation of this school, so there’s that.” And similarly, another parent responded, “Keeping up with the school standard, being a part of my children’s learning experience.” A parent’s response that showed volunteering helped the parent learn more about the school was, “I love being able to connect with my kids and understand what’s going on at school.” This confirms previous research by Park, et al. (2017) and Crosnoe (2004) that found when parents volunteer in schools, parents are better equipped to navigate the school’s construct. Question 12 was an open response asking families how could their co-oping experience be improved, which provided insight into issues families faced when asked to contribute time at school. Families expressed the need for improved communication with teachers, more behavior management strategies, more feedback, and clearer expectations of what to do when they assist 27 SCHOOL-BASED FAMILY INVOLVEMENT in the classroom. Although workshops are provided by teachers concerning these exact areas, perhaps there is another way of educating parents to feel more successful. Several studies confirm this need for parents to be trained to make the most of their involvement in schools (Epstein & Dauber, 1991; Hara & Burke, 1998; Hong, 2011). However, the current school trainings, workshops, and parent meetings the school currently provides, according to families’ perceptions, are not meeting the needs of families. This confirms finding that teachers often attempt to educate families from a perspective that families lack knowledge (Hong, 2011; Ishimaru, 2019). These comments are also indicators of a static power dynamic in that, if families felt they had more equitable collaboration in what they did during their time at school, families would feel more successful during involvement (Ishimaru, 2019). If families had a more equitable power dynamic in collaboration with the school, families would feel empowered to better communicate with teachers to have their needs met while involved at school (Knopf & Swick, 2008). Research question 2: Perceptions of relationships and dynamics of power parents have with teachers and other school community members. Questions 13 through 20 in the survey were asked to answer research question two. However, after reviewing data, questions 13, 16, 18, and 19 did not provide insight into research question two, thus the results are not discussed. As shown in Table 3, question 14 asked families about their confidence in communicating with teachers. Responses resulted with 77% of families answered extremely confident to very confident. Question 15 asked families to rate their confidence level in their ability to connect with teachers. Results showed 70% of respondents rated their ability to connect with teachers extremely to very confident. When comparing results of question 14 and 15, although a large 28 SCHOOL-BASED FAMILY INVOLVEMENT percentage of families had confidence in communicating and connecting with teachers, teachers could do more to improve their connections with families (Hong, 2011). In continuing to address perceptions of relationships between families and the school community, families were asked in question 17 to rate their confidence in their ability to connect with other parents. Question 17 concluded 43% of respondents chose extremely confident and very confident in their ability to connect with other parents. Moderately confident was chosen by 45% of families. When confidence ratings between connecting with other parents in question 17 and connecting with teachers in question 15, were compared, results showed a stronger perception of being able to connect with teachers versus other parents at school. To increase connections between families at school, more opportunities for parents to collaborate, talk, socialize and become invested in each other would strengthen community connections (Park, et. al., 2017). 29 SCHOOL-BASED FAMILY INVOLVEMENT Table 3 Confidence Scores Comparing Communication and Connections Between Families and Teachers and Families to Families Question Not at all confident Slightly confident Moderately confident Very confident Extremely confident Number of Respondents Q14: How confident are you in your ability to communicate with teachers at the Open Classroom? 1% 7% 11% 40% 37% 96 Q15: How confident are you in your ability to connect with teachers at the Open Classroom? 3% 7% 16% 39% 31% 96 Q17: How confident are you in your ability to connect with other parents? 1% 10% 43% 31% 11% 96 Question 20 was an open response asking families for any other information they would like to share about parental involvement at the school. One family responded with, “I love being part of a community of learners.” Another replied, “Parental involvement really does make a positive impact on the overall function of the school.” These reposes confirm research that when families become involved at school, it creates better overall functioning of the school (Pare, et al., 2017). 30 SCHOOL-BASED FAMILY INVOLVEMENT Other responses included enjoyment and connection with other parents and the community as a whole. One family member replied, “It feels like parents support each other in co-oping based on individual circumstance.” Other related responses indicated that a significant number of families enjoy the time they spend at school. Responses that contained this theme of connection, community, and family-centered engagement is ideal for the school to create an equitably collaborative environment that does not have uneven power dynamics (Ishimaru, 2019; Wang, et al., 2016). However, other responses to question 20 uncovered different perceptions from family members. One family member replied, “Sometimes I feel like my time is wasted. I show up to co-op and there is nothing for me to do. That means my time is being wasted and it is frustrating and stressful.” Another family member replied, “Feeling like my time is valued.” These responses and others confirm research that teacher/family relationships perpetuate non-equitable power dynamics because families are looking for more direction, instead of collaborating ahead of time with the teacher (Ishimaru, 2019). Families are not feeling useful, which shows approaches currently being implemented at school are perceived as not family-centered strategies for involvement (Ishimaru, 2019). Limitations and Recommendations The sample for the study was a convenience sample that only reported 126 responses. Although responses totaled a third of the currently enrolled students, those who did respond were reported to co-op weekly in the classroom. Responses to question five showed that 71% of reported that they volunteered weekly in the classroom. Getting responses from other community members that do not volunteer as much would be useful in understanding more school community members. Another limitation was the survey only being open for a week, which 31 SCHOOL-BASED FAMILY INVOLVEMENT limited the number of participants and perhaps the diversity of the participants. Question four asked for the respondents’ relationships to their child, which resulted in 79% of respondents replied mother, which was not diverse demographically. This study was given to all grade levels at the school pre-K through eighth grade, and in future studies, specific grade levels could be surveyed separately to find grade level relationships in data. The parent cooperative charter school has been an optional program within its local district for over 40 years, and over this time, family structures have changed within the community. Because of these family structure changes and the need for both parents to work full time, availability for classroom involvement has decreased (Knopf & Swick, 2008). If this parent cooperative school desires to maintain family involvement in the classroom, families’ perceptions about their purpose and role should be more thoroughly examined to decrease marginalization and more “family centered” practices of involvement need to be adapted (Knopf & Swick, 2008). 32 SCHOOL-BASED FAMILY INVOLVEMENT Conclusion This study explored family members’ perspectives about their school-based involvement. Results concluded that although families’ confidence in the school is substantial, re-examination of current collaborative practices should be examined (Hong, 2011; Ishimaru, 2019). Relationships between teachers and families need more equitable collaboration, and practices that create uneven power dynamics need to be further examined (Ishimaru, 2019).If families felt more confident in their connections or relationships with teachers, more concerns could be addressed and more equitable, collaborative partnerships could occur within the school community (Ishimaru, 2019; Ma, et al., 2016). One hope for this research is that teachers can further examine their own power dynamics they hold over families and to create family-centered practices for families who get involved in their classrooms, with their students (Hong, 2011). 33 SCHOOL-BASED FAMILY INVOLVEMENT REFERENCES Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723-742. Bulotsky-Shearer, R. J., Bouza, J., Bichay, K., Fernandez, V. A., & Hernandez, P. G. (2016). 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How often do you meet with the teacher at your child’s school? Q5. In the past year, how often have you discussed your child’s school with other parents from the school? Q7. In the past year, how often have you helped out at your child’s school? Q9. How confident are you in your ability to make sure your child’s school meets your child’s learning needs? Q10. In the past year, how often have you visited your child’s school? 40 SCHOOL-BASED FAMILY INVOLVEMENT Appendix B Online Survey Questions 41 SCHOOL-BASED FAMILY INVOLVEMENT Online Survey Questions Q1-Consent Q2 - How many of your children are currently attending the school? Q3 - What grade is your child in? (If you have multiple children enrolled at the school, select all that apply.) Q4 - What is your relationship to your child/children? Q5 - How often do you co-op (volunteer at school) in the classroom during the school day (during 2019-2020 school year)? Q6 - In which of the following ways have you been involved in co-oping? Choose all that apply. Q7 - How confident are you in your ability to support children in learning while co-oping (volunteering) at school? Q8 - How confident are you in your ability to lead small groups during math, literacy, science, or social studies? Q9 - How confident are you in your ability to lead small groups during explore times (mini-courses)? Q10 - What do you most look forward to doing when you come into school to co-op (volunteer)? Q11 - What motivates you to continue co-oping (volunteering) in the classroom? If you do not currently co-op, what would motivate you to start? Q12 - How could your co-oping (volunteering) experience be improved at school? Q13 - How well informed are you about news and decisions at the school? Q14 - How confident are you in your ability to communicate with teachers at school? Q15 - How confident are you in your ability to connect with teachers at school? Q16 - How well do teachers at the school create a school environment that helps children learn? 42 SCHOOL-BASED FAMILY INVOLVEMENT Q17 - How confident are you in your ability to connect with other parents? Q18 - In the past year, how often have you discussed the school with other parents from the school? Q19 - How well do co-opers (parent volunteers) at the school create a school environment that helps children learn? Q20 - Is there any other information you’d like to share about parental involvement at the school? 43 SCHOOL-BASED FAMILY INVOLVEMENT Appendix C Research Approval Letter 44 SCHOOL-BASED FAMILY INVOLVEMENT