Parental Involvement from the Perspective of Saudi Graduate Student Parents with Children in Elementary School in the U.S.

Abstract

Research shows that parental involvement in their children's education is related to positive student outcomes. Although there is a consensus among many researchers that parental involvement is beneficial to students' academic achievement and outcomes, there is disagreement over what constitutes parental involvement. The problem addressed in this study was many parents' perceptions of parental involvement are not well recognized. The purpose of the study was to investigate the perceptions of Saudi parents regarding parental involvement in the education of children. A mixed-method design was used to address these research questions: What are the perceptions and experiences of Saudi graduate student parents regarding parental involvement? According to parents, what is the definition of parental involvement/ how do parents describe and explain parental involvement? How are Saudi parents involved in their children’s education? What do Saudi parents perceive to be the barriers or obstacles that can hinder their involvement? The study's guiding frameworks are Hoover-Dempsey and Sandler's model of parental involvement (2005) and Funds of Knowledge theory (Moll et al. 1992). Semi-structured interviews, as well as a survey, will be used in this study.