Supportive behaviors of low-income parents of academically successful children

Abstract

The purpose of this study was to identify supportive practices provided by low-income parents of at-risk children to support their academically successful children. Twelve parents enrolled in Even Start programs at two different locations in Southeastern Texas, seven of their children, and six teachers, including school teachers, home instructors or a combination of both, have been interviewed to determine supportive practices of those parents. Three major findings emerged from this study. First, parents instill the importance of education in their children. This theme was apparent throughout all interviews, and obviously, parents do not only stress the importance of education, but they also associate success with education. The second major finding was that the home is a mirror image of the school. Similar characteristics, patterns, and behaviors exhibited by the teachers in the school setting are evidenced in the home with the parent assuming the role of the teacher. Finally, parents are a crucial link in the chain connecting school and home emerged as a third major finding, suggesting that their role in the home-school connection is primary. However, a mutual relationship exists where not only parents but also teachers ensure the exchange of information between school and home and thus, contribute to the maintenance of the school-home connection.