Family Involvement in School: View of Parents at Two Schools in Addis Ababa

• In Event: Issues of Parental Involvement in an International Context

Abstract

Family involvement can positively influence students’ behavior, social skills and achievement, but may vary across socio-economic and ethnic groups. This survey research used Epstein’s (1987) framework to explore parents’ perceptions at a well-resourced, multi-cultural international school, and a poorly resourced Ethiopian school. Results indicated more positive perceptions of the school climate at the international school, but higher levels of communicating and volunteering at the Ethiopian school. However, all differences had small effect sizes. At both schools, parents indicated moderately high levels of parenting and learning at home, and expressed willingness to be more involved at school, but desired more frequent communication and specific invitations to volunteer. A common concern was raised about interfering in the teachers’ domain.

Author

• Lenore Kinne, Northern Kentucky University