Kuleana and parent involvement in middle schools

Abstract

This study focuses on the beliefs, attitudes and practices of middle school parents and educators regarding parent involvement and the home-school relationship, particularly in a specific indigenous community. Purposeful sampling situated the study at one public middle school in Hawaii and in an area with a high number of Native Hawaiian families and students, as statistics show that Native Hawaiian students are labeled "at-risk" in different educational areas (e.g., large enrollment in special education classes, high numbers of students qualifying for federal lunch program, low graduation rates, low socioeconomic status). Using case study methods for data collection (including interview, site observation, notes and memos) as well as a six-point Likert scale questionnaire, this work explores the beliefs and experiences of parents and teachers, including critical incidents, that either help to build strong home-school relationships, or create barriers to doing so. The perspectives of parents and educators regarding parent involvement showed that, despite feeling it to be an important component to overall student and school support, parent involvement is viewed and implemented in different ways. The findings are significant in that they reveal some disconnects, and possible solutions, between home and school that may indirectly affect student achievement.