Involvement Hoover-Dempsey and Sandler (1995) provided a theoretical definition for researching

parental involvement. Their theoretical model defines parental involvement according to three main
points: (1) why parents become involved in their children’s education,(2) how parents choose specific
types of involvement, and (3) why parental involvement has a positive influence on students’
educational outcomes. According to Fan and Chen (2001), this theoretical framework “promises to be
more than a typology for parental involvement, because it not only deals with specific types of parental
involvement, but more importantly, it attempts to explain why parents choose to be involved, and what
the mechanisms are through which parental involvement exert[s] positive influence on students
educational outcomes

Parental involvement, namely, parents’ engagement in their children’s education, is a variety of

behaviors that parents perform to promote their children’s academic achievement and psychological
development in their homes and schools (Seginer, 2006).

Theoretical studies such as the models by Walker et al. (2005) and Hornby and Lafaele have described
the link between the parental theory of intelligence and parental involvement. These studies have
contended that, on the one hand, parents who hold an incremental theory of intelligence most likely
emphasize the role of effort, motivate children to accept shortcomings, encourage them to think about
the mechanisms underlying specific questions, and are more involved in education. On the other hand,
parents who hold an entity theory of intelligence believe strongly in the preeminence of ability over
effort and often lack confidence, which leads to actions that minimize external judgments.

Furthermore, these parents regard children’s difficulties with learning as reflecting low ability, which
leads to decreased parental involvement (Walker et al., 2005; see the model of the barriers to parental
involvement, Hornby and Lafaele, 2011). However, those models only hypothesized such a relationship.

Conceptual Framework The combined theory of the six types of parental involvement (Epstein, 2019)
and Moll’s “funds of knowledge” (2015) provided the conceptual framework for this study. Parental
preferences for their children’s schooling stem from their past and present experiences. Investigating
parental involvement in isolation without defining the qualities that emphasize valuing parents’ culture,
context, and unique desires for their children makes the investigation incomplete.

In understanding the factors that parents work with and look for in their children’s education, school
leaders can better incorporate parental funds of knowledge and, in doing so, value parents (Navarro-
Cruz & Luschei, 2020).

In other words, parental involvement is the continuation of the process of the funds of knowledge of the
parent in a more complex form than childhood. Thus, marring the two concepts into one, Moll’s “funds
of knowledge” and Epstein’s “typology of parental involvement” to investigate the perspective of
parents about their involvement in influencing the academic success of their children is a natural and
compelling concept to follow. Epstein’s typology has been used extensively to promote parent-school
partnerships in national and international school initiatives (Benner & Zeng, 2017; Ross, 2016)

In this study, Epstein’s (2019) model served as a blueprint to explore the perception of parents about
parental involvement and the school-parent relationship that supports student academic achievement.
Epstein’s six models of involvement are parenting, communicating, volunteering, learning at home,
decision-making, and collaborating with the community. I used Epstein’s communicating model to
explore the presence and strength of two-way communication between the school and parent. Twoway
communication helps parents understand the school’s programs and expectations that promote student
academic success.
Both Epstein’s (2019) six models of involvement and Moll’s (2015) “funds of knowledge” served to
frame key RQs and develop the instrument for the study.

Cai et al. (2019) stressed that selecting a fitting theoretical framework is significant for establishing the
significance of a research question. Furthermore, the authors described how the theoretical framework
provided ties together all of the parts of a research report into a coherent whole and recommended that
this should help (a) make a case for the study and shape the literature review, (b) justify the study
design and methods, and (c) focus and guide the reporting, interpretation, and discussion of results and
their implications. (kyle)

The distinct variation in meaning and context of parental involvement, as mentioned in the literature
reviewed, indicates the differences within the education community. Understanding parents’
perspectives concerning school involvement, implementing effective methods of communication, and
the means used to overcome misperceptions about parental involvement are important factors in
designing a parental involvement program (Coskun & Katitas, 2021). (tel)

Schools’ frequent communication and cooperation with parents are the most vital premises for school
practices of parental involvement; they enhance trust in the home-school relationship, and trust is a
component of effective collaboration between home and school (Gu, 2017). (kyle)

However, the educational community knew little about what parents consider parental involvement
that influences their students’ learning. As Doi et al. (2020) explained, the educational community
knows very little about the underlying mechanisms that explain variations in parental involvement.(tel)

Scholars have agreed that although there is universal agreement about the usefulness of parental
involvement in their child’s education, the meaning of parental involvement varies as outlined by the
school boards, district leaders, principals, teachers, and parents themselves (Barghi & Garyi Garavand,
2020). The inconsistency in defining parental involvement and how these definitions have impact the
implementation of associated strategies at the different levels of the educational system have created
difficulties for parents of students to participate in a parental involvement program that influences
student academic achievement. kyle

There are many aspects that contribute to the

success of individuals. Formative family relationships impact the lives of children far

beyond childhood. Social capital theory demonstrates the significance of an existing

relationship between parent and child. The quality of those relationships is highlighted as

a factor in the family social capital. Coleman (1990) states: social capital is defined by its function. It is
not a single entity, but a variety

of different entities have two characteristics in common: They all consist of some

aspect of a social structure. Like other forms of capital, social capital is

productive, making possible the achievement of certain ends that would not be

attainable in its absence (Coleman, 1990, p. 302). (tel)

Social capital theory is appropriate for this study as it positions children and

parents in the theoretical assertions. Specifically, the concept of closure is an important

component of the theory. Closure aided in the discussion of the relationship between

parents and higher education institutions. This relationship, in the form of parental
involvement, is a resource which can add to student success (Coleman, 1988; Lin, 2001). (kyle)

Through Coleman’s (1988) analysis, social capital, within and outside of the family

context, was shown to have value in reducing the probability of dropping out of high

school.(tel)

Coleman (1987) noted the decline in the social capital available for raising

children. The decreased social capital in a given community is most detrimental to

children with the least social capital in their families.

The decline and loss of social

capital extends beyond families. It has implications for childrearing (Coleman, 1987).(kyle)

According to Coleman (1987), there is less social capital accessible for parenting kids. Children with the
least social capital in their homes suffer the most from a community's declining social capital. Beyond
families, social capital is deteriorating and being lost. It affects how to raise children (Coleman, 1987).