Comparative Case Study: An Examination of Parental Involvement of Black Parents in Rural and Urban Communities in Alabama

Abstract

The effect of parental involvement on education has been and continues to be of great interest. Research studies have documented many benefits of parental involvement on the value of education and students' academic success. Throughout a child’s education, parents play a critical role in the building of academic and social-emotional skills. Parental involvement has indicated many face barriers that hinder them from supporting their students. The obstacles to involvement can be compared between urban and rural schools. Guided by Epstein’s and Hoover Dempsey Sandler's framework of involvement, this qualitative case study aims to better understand black parents’ perspectives and experiences on parental involvement in rural and urban communities in Alabama through seventeen in-depth interviews. Results demonstrate that Black parents in both contexts typically view involvement as a continuous commitment to their children's academic success through forms of support rather than merely volunteering at school functions or attending meetings. Particularly, strategies between urban and rural parents differ by contextual settings. Results suggest the need for culturally responsive and inclusive strategies in educational settings and challenge conventional one-size-fits-all approaches to parental involvement.