Document Type
Article
Publication Date
6-2020
Abstract
Parental involvement in children's education is an integral component of young children's academic achievement. Although there is clear evidence regarding the benefits of parental involvement, little is known regarding its impacts, manifestations, and conceptualizations in non-Western societies. Given that parenting and child rearing are imbued with cultural meaning in many profound ways (Super & Harkness, 1986), this study employed a phenomenological approach and used pakikipagkwentuhan, a data collection procedure drawn from indigenous Filipino Psychology to closely examine how low-income Filipino parents conceptualize parental involvement and its role in their children's education. Thirty-one parents/caregivers were engaged in conversation and qualitative data analysis showed that Filipino parents believe that helping their children with schoolwork, motivating them, and providing structure at home help their children succeed in school, consistent with the extant literature. However, responses regarding academic socialization, communicating with teachers, and volunteering in school reflect cultural beliefs and practices in the Philippines related to traditional parenting and extreme poverty. Results from this study expand our current understanding of parental involvement and highlight the role of the ecocultural context on parenting. Findings have implications for how parents and educators can support the academic success of children in culturally grounded ways. This study can also help inform educators and school programmers on how to help low-income parents support their children's education.
Publication Title
Early Childhood Research Quarterly
Volume
53
First Page
343
Last Page
354
DOI of Published Version
10.1016/j.ecresq.2020.05.013
Publisher
Elsevier
Rights
Copyright 2020 Elsevier
Recommended Citation
Garcia, Aileen S. and de Guzman, Maria Rosario, "The Meanings and Ways of Parental Involvement Among Low-income Filipinos" (2020). Counseling and Human Development Faculty Publications. 69.
https://openprairie.sdstate.edu/chd_pubs/69
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Comments
This is an Accepted Manuscript of an article published by Elsevier in Early Childhood Research Quarterly, 53. DOI: https://doi.org/10.1016/j.ecresq.2020.05.013