This article discusses a theoretical model of the parental involvement process that addresses (a) why parents become involved in their children's education, (b) the forms their involvement takes, and (c) how their involvement influences both proximal (e.g., motivation) and distal (e.g., achievement) student outcomes. The authors describe how school counselors can use this model to enhance schools’ and parents’ capacities to engage parents effectively in children's education. Specifically, they articulate how school counselors can educate teachers and parents about the importance of teacher and school invitations to involvement, productive forms of involvement, and students’ active role in shaping their own educational outcomes. The authors briefly discuss future directions for research on parental involvement in the school counseling context.
Get full access to this article
View all access options for this article.
References
1.
AbramsL. S., & GibbsJ. T. (2002). Disrupting the logic of home-school relations: Parent involvement strategies and practices of inclusion and exclusion.Urban Education, 37, 384–407.
2.
AmateaE. S., Smith-AdcockS., & VillaresE. (2006). From family deficit to family strength: Viewing families’ contributions to children's learning from a family resilience perspective.Professional School Counseling, 9, 177–188.
3.
American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA. Author.
AndersonK. J., & MinkeK. M. (2007). Parent involvement in education: Toward an understanding of parents’ decision making.Journal of Educational Research, 100, 311–323.
6.
BalliS. J., DemoD. H., & WedmanJ. F. (1998). Family involvement with children's homework: An intervention in the middle grades.Family Relations, 47, 149–157.
7.
BanduraA. (1986). Social foundations of thought and action.Englewood Cliffs, NJ: Prentice-Hall.
8.
BargeJ. K., & LogesW. E. (2003). Parent, student, and teacher perceptions of parental involvement.Journal of Applied Communication Research, 31, 140–163.
9.
BemakF., & CornelyL. (2002). The SAFI model as a critical link between marginalized families and schools: A literature review and strategies for school counselors.Journal of Counseling and Development, 80, 322–331.
10.
BensonF., & MartinS. (2003). Organizing successful parent involvement in urban schools.Child Study Journal, 33, 187–193.
11.
BryanJ., & Holcomb-McCoyC. (2004). School counselors’ perceptions of their involvement in school-family-community partnerships.Professional School Counseling, 7, 162–171.
12.
BryanJ., & Holcomb-McCoyC. (2007). An examination of school counselor involvement in school-family-community partnerships.Professional School Counseling, 10, 441–454.
13.
ComerJ. P. (1990). Home, school, and learning. In GoodladJ. I. & KeatingP. (Eds.), Access to knowledge: An agenda for our nation's schools (pp. 23–32). New York, NY: College Entrance Examination Board.
14.
CooperH. (2001). Homework for all–in moderation.Educational Leadership, 58, 34–38.
15.
CooperH., NyeB. A., & LindsayJ. J. (2000). Homework in the home: How student, family and parenting style differences relate to the homework process.Contemporary Educational Psychology, 25, 464–487.
CovingtonM. V., & MuellerK. J. (2001). Intrinsic versus extrinsic motivation: An approach/avoidance reformulation.Educational Psychology Review, 13, 157–176.
18.
DarlingN., & SteinbergL. (1993). Parenting style as context: An integrative model.Psychological Bulletin, 113, 487–496.
19.
DearingE., KreiderH., SimpkinsS., & WeissH. B. (2006). Family involvement in school and low-income children's literacy performance: Longitudinal associations between and within families.Journal of Educational Psychology, 98, 653–664.
20.
DesimoneL. (1999). Linking parent involvement with student achievement: Do race and income matter?Journal of Educational Research, 93, 11–30.
21.
EcclesJ. S., & HaroldR. D. (1996). Family involvement in children's and adolescents’ schooling. In BoothA. & DunnJ. F. (Eds.), Family-school links: How do they affect educational outcomes? (pp. 3–34). Mahwah, NJ: Erlbaum.
22.
EdwardsD. L., & FosterM. A. (1995). Uniting the family and school systems: A process of empowering the school counselor.School Counselor, 42, 277–283.
23.
EpsteinJ. L., & Van VoorhisF. L. (2001). More than minutes: Teachers’ roles in designing homework.Educational Psychologist, 36, 181–193.
24.
FanX., & ChenM. (2001). Parent involvement and students’ academic achievement: A meta-analysis.Educational Psychology Review, 13, 1–22.
25.
FriedelJ. M., CortinaK. S., TurnerJ. C., & MidgleyC. (2007). Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases.Contemporary Educational Psychology, 32, 434–458.
26.
GareauM., & SawatzkyD. (1995). Parents and schools working together: A qualitative study of parent-school collaboration.Alberta Journal of Educational Research, 41, 462–473.
27.
GreenC. L., WalkerJ. M. T., Hoover-DempseyK. V., & SandlerH. M. (2007). Parents’ motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement.Journal of Educational Psychology, 99, 532–544.
28.
GrolnickW. S., RyanR. M., & DeciE. L. (1991). The inner resources for school performance: Motivational mediators of children's perceptions of their parents.Journal of Educational Psychology, 53, 508–517.
29.
HillN. E., & TaylorL. C. (2004). Parental school involvement and children's academic achievement.Current Directions in Psychological Science, 13, 161–164.
30.
HongE., & MilgramR. M. (1998-2001). Homework motivation and preference questionnaire. University of Nevada, College of Education, Las Vegas, and Tel Aviv University, School of Education, Israel.
31.
HongE., MilgramR. M., & RowellL. L. (2004). Homework motivation and preference: A learner-centered homework approach.Theory into Practice, 43, 197–204.
32.
Hoover-DempseyK. V., BattiatoA. C., WalkerJ. M. T., ReedR. P., DeJongJ. M., & JonesK. P. (2001). Parental involvement in homework.Educational Psychologist, 36, 195–210.
33.
Hoover-DempseyK.V., & SandlerH. (1995). Parental involvement in children's education: Why does it make a difference?Teachers College Record, 97, 310–331.
34.
Hoover-DempseyK., & SandlerH. M. (1997). Why do parents become involved in their children's education?Review of Educational Research, 67, 3–42.
35.
Hoover-DempseyK.V., & SandlerH. M. (2005, March). Final performance report for OERI grant # R305T010673: The social context of parent involvement: A path to enhanced achievement. Presented to the U.S. Department of Education, Institute of Education Sciences, Project Monitor.
36.
Hoover-DempseyK. V., WalkerJ. M. T., JonesK. P., & ReedR. P. (2002). Teachers Involving Parents (TIP): An in-service teacher education program for enhancing parental involvement.Teaching and Teacher Education, 18, 843–867.
37.
Hoover-DempseyK. V., WalkerJ. M. T., SandlerH. M., WhetselD., GreenC. L., WilkinsA. S., & ClossonK. E. (2005). Why do parents become involved? Research findings and implications.Elementary School Journal, 106, 105–130.
38.
JesseD., DavisA., & PokornyN. (2004). High-achieving middle schools for Latino students in poverty.Journal of Education for Students Placed at Risk, 9, 23–45.
39.
JeynesW. H. (2003). A meta-analysis: The effects of parent involvement on minority children's academic achievement.Education and Urban Society, 35, 202–218.
40.
JeynesW.H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis.Urban Education, 42, 92–109.
41.
KonzalJ. L. (2001). Collaborative inquiry: A means of creating a learning community.Early Childhood Research Quarterly, 76, 95–115.
42.
MappK. L., JohnsonV. R., StricklandC. S., & MezaC. (2008). High school family centers: Transformative spaces linking schools and families in support of student learning.Marriage & Family Review, 3-4, 338–368.
43.
MollL., AmantiC., NeffD., & GonzalezN. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms.Theory into Practice, 31, 132–141.
44.
NicollW. G. (1992). A family counseling and consultation model for school counselors.School Counselor, 39, 351–362.
45.
OrozcoG. L. (2007, March). Reaching out to immigrant students and families: A task for counselors in the schools.Counseling and Human Development, 39(7), 1–11.
46.
PatallE. A., CooperH., & RobinsonJ. C. (2008). Parent involvement in homework: A research synthesis.Review of Educational Research, 78, 1039–1101.
47.
PelegrinaS., Cruz Garĉa-LinaresM., & CasanovaP. F. (2003). Adolescents and their parents’ perceptions about parenting characteristics. Who can better predict the adolescent's academic competence?Journal of Adolescence, 26, 651–665.
48.
PiagetJ. (1952). The origins of intelligence in children.New York, NY: International Universities Press.
49.
PomerantzE. M., MoormanE. A., & LitwackS. D. (2007). The how, whom, and why of parents’ involvement in children's academic lives: More is not always better.Review of Educational Research, 77, 373–410.
50.
PonecD. L., PoggiJ. A., & DickelC. T. (1998). Unity: Developing relationships between school and community counselors.Professional School Counseling, 2, 95–102.
51.
QuintanarA.P., & WarrenS.R., (2008). Listening to the voices of Latino parent volunteers.Kappa Delta Pi Record, 44, 119–123.
RogoffB. (1998). Cognition as a collaborative process. In KuhnD. & SieglerR. S. (Eds.), Handbook of child psychology, Vol. 2: Cognition, perception, and language (pp. 679–744). New York, NY: Wiley.
54.
RowellL. L., & HongE. (2002) The role of school counselors in homework intervention.Professional School Counseling, 5, 285–291.
55.
RyanA.M., & PatrickH. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school.American Educational Research Journal, 38, 437–460.
56.
SkinnerB. F. (1989). Recent issues in the analysis of behavior.Columbus, OH: Merrill.
57.
SteinbergL., LambornS.D., DornbuschS. M., & DarlingN. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed.Child Development, 63, 1266–1281.
58.
SueD. W., & SueD. (2003). Counseling the culturally different: Theory and practice (4th ed.). New York, NY: Wiley.
59.
ThornA. R., & ContrerasS. (2005). Counseling Latino immigrants in middle school.Professional School Counseling, 9, 167–170.
60.
TrautweinU., & KropfM. (2004). Students’ homework motivation and behavior–and their parents’ knowledge of it.Psychologie in Erziehung und Unterricht, 51, 285–295.
61.
TrumbullE., Rothstein-FischC., & HernandezE. (2003). Parent involvement in schooling: According to whose values?School Community Journal, 73, 45–72.
62.
VygotskyL. S. (1978). Mind in society: The development of higher psychological processes.Cambridge, MA: Harvard University Press.
63.
WalkerJ. M. T. (2009). Teacher practices and teacher style: What we can learn from research on parenting.Theory into Practice, 48, 122–129.
64.
WalkerJ. M. T., GreenC. L., Hoover-DempseyK. V., & SandlerH. M. (2006, April). The influence of parental involvement on student self-regulation. In TrautweinU. (Chair), Self-regulation and homework behavior: The role of self-efficacy beliefs, homework quality, and parental behavior. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco, CA.
65.
WalkerJ. M.T., & Hoover-DempseyK.V. (2006). Why research on parental involvement is important to classroom management. In EvertsonC. & WeinsteinC. (Eds.), The handbook of classroom management (pp. 665–684). Mahwah, NJ: Erlbaum.
66.
ZimmermanB. J., & Martinez-PonsM. P. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies.American Educational Research Journal, 23, 614–628.
67.
ZimmermanB. J., & Martinez-PonsM. P. (1988). Construct validation of a strategy model of student self-regulated learning strategies.Journal of Educational Psychology, 80, 284–290.
