Parental Engagement: The Bridge To Excellence

Written by
Michael A. Robinson

Furrer & Skinner (2002) suggested the level of a parent’s engagement is an important factor in the motivation of students, their academic performance, and their relationship with their teachers.

How is parental engagement accomplished? It is recommended that parental engagement should occur in three areas: (1) school decision making via representatives on the governing team and work on sub-committees; (2) daily activities such as volunteering or working part-time in classrooms, the cafeteria, or library; and (3) broadly targeted social activities designed to generate interest in and comfort with the school (The American Federation of Teachers p.9 1998). This was somewhat codified by the Federal Government with No Child Left Behind (NCLB). The NCLB has made parental engagement a centerpiece of Title I. However, for the first time in the history of the ESEA, it has a specific statutory definition. The statute defines parental involvement as the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—

• parents play an integral role in assisting their child’s learning;
• parents are encouraged to be actively involved in their child’s education at school;
• parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child
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  On October 13, 2008 the Prince George's County Public Schools’ Men Make A Difference Day campaign saw over 10,000 men and significant male role models visiting schools, meeting teachers, principals and spending time in their child’s classroom and for many it was the first time they had ever done it. Many men when asked why they had not participated at this type of level before indicated they simply had not been asked by the system/schools and that they had feelings of isolation.
  
  These feelings of isolation have traditionally been perceived as unimportant in the educational process of our students. Graham (2007) opined part of the disconnect regarding male engagement with schools is the result of societal perception of men with regards to being apart of their children’s academic development. According to Graham since males are not perceived to be the primary care provider for children they are viewed with little importance. Graham also points out society has associated female engagement with a higher level of safety of the child.
  
  Other researchers in the area of parental engagement have indicated men may find it difficult to engage in their child’s education because communication barriers. In her column Orr (2007) speak about the overwhelming number of female teachers to male teachers and its impact on the student body. The London.UK.com (2008) also examined the lack of male teachers in their schools and its affect on students. Edukey (2008) suggested that the difference in the way males approach issues with regards to their child could be perceived as foreign or in some cases harsh to educators ‘protectors’ of the schoolhouse (Pushor, 2007).
  
  Pushor uses the term “protectorate” to describe the traditional role of educational institutions and educators. Historically the term “protectorate” was used to describe the relationship of the colonist “protector” to those who were being colonized “protected”. According to Pushor the role of the educators is the provider of education because they are the experts of the community “protectors”. The objectives and strategic plans to meet the goals and in what environment the goals will be achieved are traditionally done in a vacuum because they are the ones who know the best way to achieve the academic goals. Simply stated, parents are not included in the process.
  
  According to Edukey male parental involvement tend to be more discipline, logical and analytical oriented towards problem solving academic and social issues of their children rather than emotional satisfaction based. This approach according to Edukey places a lesser value on the male parenting and masculine cultural values.
  
  Wells-Wilbon and Holland (2001) indicated that the positive influence of men being in the classroom cannot be disregarded. Initiatives such as the Men Make A Difference which bring males into the classroom at its highest level instills positive values, pride and a desire of students to achieve their best.