Pupils from high socio-economic to classes are expected to perform better in schools. Dubey (1972) states that the most important predictor of achievement in school associated with the family is socio-economic status. He concluded by saying that his relationship of socio-economic achievement is always consistent, no matter whether our measure of status is occupation of the parents, education or both of them. On the whole, the child’s background affect the school success. Also family stability has been found to exert serious effect on the child’s education. Divorce, separation and single parenthood affect the children academic performance.
2.9 Parents’ Gender and Parental Involvement in Children Education
Parental involvement is a form of investment made by parents for the future benefit of their children (Smits & Hosgor, 2006). The more confidence parents instil in their children regarding success in school, the greater their involvement in their children's education (Eliason & Jenkins, 2003). Parental involvement practices, regardless of other practices applied at home or at school, have been found to influence children's academic performance in school (Sanders & Lewis, 2004). Considering the vast development in the field of education, it is not surprising that parental involvement plays a major role in developing patterns of higher academic achievement in children. It is important to note that through their parents' participation, children not only gain cognitive and social development (Weis, Caspe & Lopez, 2006) but also develop positive attitudes and behaviours, talent, personality and potential skill development. The quality and content of fathers’ involvement matter more for children’s outcomes than the quantity of time fathers spend with their children. Family learning can also provide a range of benefits for parents and children including improvements in reading, writing and numeracy as well as greater parental confidence in helping their child at home. The attitudes and aspirations of parents and of children themselves predict later educational achievement. International evidence suggests that parents with high aspirations are also more involved in their children’s education. In 2007, around half of parents surveyed said that they felt very involved in their child’s school life. Two thirds of parents said that they would like to get more involved in their child’s school life (Peters, Seeds, Goldstein & Coleman, 2008).Levels of parental involvement vary among parents, for example, mothers, parents of young children, Black/Black British parents, parents of children with a statement of Special Educational Needs are all more likely than average to be very involved in their child’s education. Parental involvement in children’s education from an early age has a significant effect on educational achievement, and continues to do so into adolescence and adulthood. The quality and content of fathers’ involvement matter more for children’s outcomes than the quantity of time fathers spend with their children (Siraj-Blatchford &Taggart, 2004).
Family learning can also provide a range of benefits for parents and children including improvements in reading, writing and numeracy as well as greater parental confidence in helping their child at home. The attitudes and aspirations of parents and of children themselves predict later educational achievement. International evidence suggests that parents with high aspirations are also more involved in their children’s education. In 2007, around half of parents surveyed said that they felt very involved in their child’s school life. Two thirds of parents said that they would like to get more involved in their child’s school life (with work commitments being a commonly cited barrier to greater involvement).Lone parents and non-resident parents are both less likely than average to feel very involved. Parents are more likely to see a child’s education as mainly or wholly their responsibility (28%) in 2007 compared to previous years, and nearly half (45%) of parents believed that they had equal responsibility with the school. Parents also now participate in a wider range of activities with their children. These include: doing school projects together (83%) making things (81%), playing sport (80%) and reading (79%) (Desforges & Abouchaar, 2003).
Studies suggest that fathers’ involvement has increased since the 1970s, particularly with children under the age of five. There is evidence, however, of great variation in levels of fathers’ involvement, so that even though levels have increased on average, a substantial proportion of fathers recorded no daily direct interaction time with their children. This is likely to reflect, in part, changing family structures. When surveyed in 2007, mothers are more likely than fathers to say that they felt ‘very involved’ in their child’s education (53% compared to 45%).5Nearly 70% of fathers want to be more involved in their child’s education and even higher proportions of non-resident parents (81%), who are predominantly male, are also keen for greater involvement. Research suggests fathers are involved (more often than mothers) in specific types of activities in their children’s out of school learning: such as building and repairing, hobbies, Information Technology, math’s and physical play. A survey of parents in 2007 found that fathers help less often with homework than mothers, however amongst parents working full time there was no gender difference. Evidence suggests that the quality and content of fathers’ involvement matter more for children’s outcomes than the quantity of time fathers spend with their children. Fathers have a critical role to play in ensuring positive outcomes for their children (O’Brien and Shemilt, 2003).
There is consistent evidence that fathers’ interest and involvement in their children’s learning (which was measured in terms of interest in education, outings and reading to the child) is statistically associated with better educational outcomes (controlling for a wide variety of other influencing factors). These outcomes included: better exam results, a higher level of educational qualifications, greater progress at school, higher educational expectations more positive attitudes (e.g. enjoyment) better behaviour (e.g. reduced risk of suspension or expulsion) at school. These positive associations exist across different family types, including two-parent families, single parent families and children with non-resident fathers. However, the specific outcomes and strength of effect can vary across family type. Research indicates that fathers’ involvement is important not only when a child is in primary school but also when they are in secondary school and regardless of the child’s gender (Harrisand Goodall, 2007).
