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This study will continue to look at how effective use of space in high schools can benefit the community in many ways. It will continue to look at different ideas through the literature review and build upon ideas that have been researched.  Future studies must continue to not only look at why parent involvement is declining in schools but also at practical means to increase parental involvement on campuses, which will lead to increase of self-awareness on the part of parent and staff.

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Socioeconomic: signifying the combination or interaction of social and economic factors.

Cognitive:  the mental processes of perception, memory, judgment, and reasoning, as contrasted with emotional and volitional processes.

Climate:  the prevailing attitudes, standards, or environmental conditions of a campus group.

Parent resource center:  A physical space inside a school that is utilized by the community for self-enrichment and also serve as a springboard for parent and staff co-activities which would benefit the parents, staff and students.

Efficacy:  capacity for producing a desired result or effect.

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Without the establishment of a PRC, parental involvement will continue to decline, and the gap between schools and the community will grow. A lack of parental involvement leads to a decrease in students’ noncognitive skills, low teacher morale and the continued proliferation between the school and the community it serves. A PRC may help with campus culture, student success rates and increase effectualness in staff and parents which would benefit the community.

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To turn around the lack of parental involvement in high schools,  school districts need to look at creative avenues that encourage parents to take an active role in their child’s education. Parents need to feel welcome on campus, have access to resources to promote self-efficacy that allow them to help their children. The establishment of a parent resource center (PRC) would fulfill all of these criteria.

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Literature on the establishment of high school campus based centers that are funded by the school districts and run by campus staff that promote and create partnerships with the parents of the school children does not exist. Although research has shown that parental involvement at school helps with student cognitive skills, parent self-empowerment, campus climate and culture and community empowerment, the lack of specific implementation of how to address these needs has yet to be done.

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1.       What services do parent resources centers need to offer?

2.       How will schools measure the effects on teacher and student self-awareness from parental involvement in the resource centers?

3.      What is the most efficient way to elicit community input for the establishment of a parent resource center?

4.      Which should take precedent?  The needs of the campus or the establishment of community-based programs?

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The lack of parental support cannot be allowed to continue.  Schools have to do a better job at welcoming parents to campus.  The financial and logistic viability of a parent resource center must to looked into to gauge its impact on school culture, community self- consciousness and inclusion.

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Parental involvement in inner city high schools that have a high percentage of low socioeconomic parents is at a critically low level. Because of this lack of participation, the students, staff, and community suffer. We are setting a precedent, if left unchecked, will result in a significant disconnect in our communities.  To turn around the lack of parental involvement in high schools, school districts need to look at creative avenues that encourage parents to take an active role in their child’s education. Parents need to feel welcome on campus, have access to resources to promote self-efficacy that allow them to help their children. The establishment of a parent resource center (PRC) would fulfill all of these criteria.  The PRC will assist in providing access to services such as reliable internet access, a one stop shop for cultural engagement programs and intermediary for school staff and parents. Access to reliable internet and classes and lectures that connect to the parents’ backgrounds will better prepare the parents to feel empowered to help their children at home on school work. Without the establishment of a PRC, parental involvement will continue to decline, and the gap between schools and the community will grow. A lack of parental involvement leads to a decrease in students’ noncognitive skills, low teacher morale and the continued proliferation between the school and the community it serves. A PRC may help with campus culture, student success rates and increase effectualness in staff and parents which would benefit the community.

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Doctoral student at Drexel University
KB3383@drexel.edu