Bourdieu´s theory (1973) reiterated that the children´s academic success in their academic work and their parental involvement in school affairs depend on the comparability of the home school´s culture. The author stated that, in general, research has focused on the individual´s parent’s efforts, instead of the school´s efforts to ensure comparability between the two groups. Crozier (2001) and Penuel et al (n.d.), however, stated that although there is an increase in parental involvement in the world, there is a shortage of research concerning this topic.
The researchers found that when schools engage parents in learning, they reinforce that the “parents matter”, especially hard to reach parents. A two-way relationship, teachers, and parents is based on mutual trust, respect, and commitment to improving learning outcomes (Harris and Goodall, 2007). Lamb and Rice (2008) found that parental involvement was of the essence in the child´s educational development.
The problem is that because there are barriers of communication between the teachers and the parents, many negative elements arise, such as truancy, absenteeism, misconduct, poor academic performance, and lack of respect. The lack of communication hinders whatever possibilities there are to work together and in harmony so that the students may enjoy their school experiences as ones to cherish for the rest of their lives and furthermore, have the possibilities of increasing their academic levels of performance for future endeavors.
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