The Role of African American Parent Involvement in Their Daughters’ Mathematics and Science Learning D. Lewis Dr. C. West-Olatunji Dr. R. Pringle Dr. T

The Role of African American The Role of African American Parent Involvement in Their Parent Involvement in Their Daughters’ Mathematics and Daughters’ Mathematics and

Science LearningScience Learning

D. LewisDr. C. West-Olatunji

Dr. R. PringleDr. T. Adams

L. ReidUniversity of Florida

Dr. B. CholewaKean University

K. ByrdUniversity of Florida

1FERA 2009-Orlando, FL

Purpose of the Purpose of the presentationpresentationTo share the results of Year 1 of a funded

longitudinal study that examined African American parents perceptions of their daughters’ mathematics and science learning.


BackgroundBackground

The number of girls engaging in science, technology, engineering and math (STEM) is growing, but based on statistics gathered by the National Girls Collaborative Project, they are not choosing STEM careers at a consistent rate.

Women constitute 45% of the workforce in the US, but hold just 12% of science and engineering jobs in business and industry. (National Council for Research on Women, 2001)

Despite recent assertions in the literature that the achievement gap between males and females is being closed there is no disaggregation by ethnicity.


Role of GenderRole of GenderGender disparity in education

◦80% of teachers are women◦40 % are principals (NCES 2001)

◦Majority of teachers in humanities are female while 50% of teachers in mathematics and science are female (Weiss, Banilower, McMahon & Smith, 2001)


Parents and Academic Parents and Academic AchievementAchievement Parents’ involvement in school activities and

interaction with the teachers and their children contribute positively to educational outcomes (Belgrave & Allison, 2006).

Parent expectations, at-home learning activities, and exposure to broader cultural and social contexts can also play an influential role in academic achievement (Epstein & Dauber, 1991; (Hanson, 2007) .

However, a number of school-related factors can affect parent involvement (Feuerstein, 2001; Hoover-Dempsey & Sandler, 1995).


African American Parents and African American Parents and Academic AchievementAcademic Achievement Factors that can encourage or discourage the amount

and type of participation of African American parents:◦ Expectations of administrators and teachers ◦ The cultural gap between African-American parents

and the education system ◦ School receptivity◦ Socioeconomic status (Work schedule◦ Community support◦ Parents’ aspirations for their children,◦ Parents’ own educational aspirations, ◦ Parents’ expectations of their children’ academic

achievement

(Halle, Kurtz-Costas & Mahoney, 1997; Mandara, 2006; McKay, Atkins, Hawkins, Brown & Lynn, 2003; Overstreet, Devine, Bevans & Efreom, 2005; Trotman, 2001).


Positionality TheoryPositionality Theory(Cooks, 2003; Harley, Jolivette, McCormic & Tice, 2002).(Cooks, 2003; Harley, Jolivette, McCormic & Tice, 2002).

The term positionality is rooted in feminist scholarship.

Individuals are defined by their position in relation to their networks of relationships and this position determines the amount of power a person has


Research Question:Research Question:

How do parents position themselves in relation to low-income African-American schoolgirls’ mathematics and science learning?


MethodsMethods

Framework for study - Critical Ethnography

Participants◦The parents of 14 of 30 AA 5th grade girls from

three low resourced schools with a majority African American student population.

◦A purposeful sampling of participants allowed the researchers to choose girls with the relevant characteristics.


Methods Methods (cont.)(cont.)

The software program N-VIVO was used to analyze the qualitative data collected for common themes.

Credibility◦Peer debriefing◦Member checking◦Referring to the literature


ResultsResults

Analysis of the data revealed four major themes:

◦Positionality◦Awareness◦Knowledge◦Involvement


PositionalityPositionalityParents see themselves as the

center of their children’s learning◦Belgrave & Alison (2006) state that

parents are integral to their student’s academic achievement

◦Our findings support current scholarships that suggest parents are key to student involvement


PositionalityPositionalityOne parent statedthere’s certain things I can help her

with. I can help her with math,Now when it come to math, I, I take

over when it come to math.So I’m pretty good at math, so I take

over in math

but when it come to English and science, I let someone else do that. Her uncle DJ, her uncle Gee*, you know, somebody like that in the family that good in that.


AwarenessAwarenessParents understand their daughter’s

strength and struggles in mathematics and science

Funds of Knowledge (Moll, Gonzales & Amanti, 2005)-grouping of life experiences

While Moll, Gonzales and Amanti have presented the idea of Funds of Knowledge of parents, this investigation provides insight into parent’s unique perspectives on their children’s attitudes and behaviors toward learning


AwarenessAwarenessOne parent stated

◦Math, yes. Science, yes. She doing good in both ‘cause like she made A’s and B’s. But and she don’t give herself enough credit either ‘cause she don’t think she’s as smart as she really is. Like when she get her test scores she act like she’s surprised.


AwarenessAwarenessAnother parent stated

◦Yeah, like I said I think she could get an A, but you know if, as long as I know she’s trying and she’s putting forth you know all her effort in doing well, you know if she gets a B and that’s what she gets, you know that’s the best she can do, then you know that’s all I can hope for. But I truly think she can get an A.


Knowledge/ False Knowledge/ False KnowledgeKnowledgeParents are cognizant of their children’s

schooling process but sometimes they hold misconceptions about learning.

It has been commonly believed that parents of low income minority students are not knowledgeable of the schooling process (Frasier Trotman, 2001)

Our research challenges this view and puts forward that parents are knowledgeable of the curriculum, school policy, standardized testing as well as instructional practices within schools.


Knowledge/ False Knowledge/ False KnowledgeKnowledgeFalse KnowledgeOne parent stated

◦at W* there was a lot of rewards in place, they were really smart about that to me - ahmm, it made the kids perform you got to use what you got, for a while. So there were lots of rewards.

And another parent stated◦they just learn so much at school they

don’t really have to study.18FERA 2009-Orlando, FL

Knowledge/ False Knowledge/ False KnowledgeKnowledgeKnowledgeOne parent stated

◦ Science, you know this is their first year being taught science. Well, you know, when my other kids graduated, they really didn’t push science like they’re pushing science now.

Another parent stated◦ Science should be done…they know they teach the

FCAT. I mean there’s FCAT, there’s science FCAT, they know that’s one of the things they need to pass, they need to start in 1st grade, you know? Not 5th grade. That’s where they mess up at. I mean they only had a years worth of science, that’s not enough time, but you know they managed to make it but you know they crammed a lot in in one year. In less than one year.


Knowledge/ False Knowledge/ False KnowledgeKnowledgeKnowledgeAnother parent stated

◦Maybe if they find a different technique you know of how they’re doing it. Maybe if they some-sometimes with kids you have to relate to whatever you know level they’re on and grab their attention so if you make it more than just textbook you know just reading a book and answering some questions, and maybe put some more into it so they can feel more excited about it or make it a little fun. Sometimes you gotta make things fun for them to be able to want to get into it. Cause if it’s boring it’s just the same thing every time you know.


InvolvementInvolvementParent see their role in their children’s

education as important and multifaceted.

In the literature, parent involvement has been narrowly defined and at times equated with school contact (Trotman, 2001)

The conceptualization of parent involvement needs to be broadened to encompass parent behaviors, such as homework assistance, monitoring, encouragement, and finding resources.


InvolvementInvolvementOne parent stated

◦So I’m saying how are we supposed to do this and how am I supposed to help you, I’m a graphic designer (laugh) you know I kind of need to refresh my brain so we have to either run to the internet, you know, type it in study helper or whatever or we dig out some of my old books. so I use a lot of like flash cards. And with math I just like make up problems - for whatever they are working on or we try to find like sheets on the internet or whatever. if she needs anything or… we work together.


InvolvementInvolvementAnother parent stated

◦Yeah. And I try to share my experiences you know with my kids. You know I try to tell my daughter, you know I say, don’t…don’t give up on it, just you know keep going with it, you’ll finally get the knack of it.


InvovlementInvovlementAnother parent stated

◦True. You know, I tell them, you know, even say that if she’s slow or something, I get on their case because I told them, “Any kind of problem she have, let me know, I’ll get her the tutoring. Somehow, I’ll scrape the money up to get her the best I can.”


ImplicationsImplicationsRe-conceptualize parent

involvementMay know a lot more about

pedagogy, school wide practices and teaching practices than we thought

Parents need to be invited into the conversation about student achievement

Counters hegemonyFERA 2009-Orlando, FL 25

RecommendationsRecommendationsEducating teachers on the

different ways parents are involved

Utilizing collaborative framework for partnering with parents.

Parent s becoming more adept at communicating / navigating the school system to avail themselves as a resource

FERA 2009-Orlando, FL 26

Future ResearchFuture ResearchExplore synergistic discourse

among African American parents.Replication study with other

cultural groups.

FERA 2009-Orlando, FL 27

Selected ReferencesSelected ReferencesBelgrave, F.Z. & Allison, K.W. (2006). African American psychology: From Africa to

America. Thousand Oaks, CA: Sage.

Frasier Trotman , M. (2001). Involving the African American Parent:: Recommendations to increase the level of parent involvement with African American Families. The Journal of Negro Education. 70, 275-285

Halle, T., Kurtz-Costas, B., & Mahoney, J. (1997). Family influences on school achievement in low-income, African American children, Journal of Educational Psychology 89, 527–537.

Harley, D.A., Jolivette, K., McCormick, K., & Tice, K. (2002). Race, class, and gender: A constellation of positionalities with implications for counseling. Multicultural Counseling and Development, 30, 216-238.

Hoover-Dempsey, K. & Sandler, H. (l995). Parents’ reported involvement in student homework: Strategies and practices. Elementary School Journal, 95, 435-450.

Ladson-Billings, G. J. (2005). Is the team all right? Diversity and teacher education. Journal of Teacher Education, 56, 229-234.

National Center of Educational Statistics. (2001). Condition of education. Washington, DC: U.S. Department of Education, Office of Education and Improvement.

National Council for Research on Women. (2001). Balancing The Equation: Where are Women & Girls in Science, Engineering & Technology?

Trotman, M. F. (2001). Involving the African American parent: Recommendations to increase the level of involvement within African American families. The Journal of Negro Education, 70, 275-285.

Weiss I., Banilower, E., McMahon, K., & Smith, P. (2001). Report of the 2000 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research, Inc.

West-Olatunji, C. A., Baker, J. C., & Brooks, M., (2006). African American adolescent males: Giving voice to their educational experiences. Multicultural Perspectives, 8, 3-9.


Contact Contact InformationInformationCirecie West-Olatunji, Ph.

D.Associate ProfessorCounselor EducationUniversity of Florida1204 Norman Hall PO Box 117046Gainesville, FL [email protected]

Dadria LewisDoctoral StudentCounselor EducationUniversity of Florida1215 Norman HallPO Box 117046Gainesville, FL [email protected]

Thomasenia Adams, Ph.D. ProfessorSchool of Teaching and LearningCollege of EducationUniversity of Florida2204 Norman HallPO Box 117048352-273-4194Gainesville, FL 32611 [email protected]

Rose Pringle, Ph. D.Associate ProfessorSchool of Teaching and LearningCollege of EducationUniversity of Florida2412 Norman HallPO Box 117048 Gainesville, FL [email protected]

Blaire Cholewa, Ph. D.Assistant ProfessorDepartment of Counselor EducationKean UniversityUnion, [email protected]

Laura ReidMasters/Specialist StudentCounselor EducationUniversity of Florida1215 Norman HallPO Box 117046Gainesville, FL [email protected]


Documents

The Role of African American Parent Involvement in Their Daughters’ Mathematics and Science Learning D. Lewis Dr. C. West-Olatunji Dr. R. Pringle Dr. T