Engaged parents as active partners in schooling are a big motivator and support for students (Murphy, 1996). A student's self-esteem and mathematical confidence is more directly related to his or her parents' perceptions and expectations than to the student's own achievement record or the attitudes of any single teacher. Researchers often argue that learning in the home is crucial in helping all children become and remain motivated learners. They find that students' initial competence in mathematics and science grows out of family practices (Secada, 2001). The freedom felt in a familiar, nonthreatening environment of one's home encourages scientific and mathematical exploration that, in a formal school setting, may be intimidating. At home, parents' engagement in their children's learning strengthens children's capabilities for intellectual growth and allows them to make sense out of everyday activities, thereby deepening their understanding of mathematics, science, and technology. Dierking, Falk, Hall, and Schaverien (2001) noted that children who are deeply involved with their families tend to "persistently ask questions," to "continually observe and participate in the mature activities of the communities," to "adopt strategies such as looking, reading, and manipulating," and to explore science during family visits to museum exhibits, discovery stores, community events and fairs, as well as other settings of informal education. In other words, "almost all students encounter a wealth of home practices … that contain mathematical content" (Secada, 2001, p. 4).
An MSAN (2002) survey, conducted in the 2000–01 school year, showed that parents play a critical role in motivating student achievement. More than 80 percent of students in each group (African-American, Asian, Hispanic, and white students) indicated that their parents do pay attention to their grades. More than 60 percent reported that they work hard to please or impress their parents (MSAN, 2002). Effective teachers should therefore seek to make personal connections with students' families so that they are well versed and knowledgeable in their students' cultures and thus foster meaningful learning in mathematics and science (Sutton & Krueger, 2002).
Parental involvement means parents' active involvement in their child's education (Sutton & Krueger, 2002). It may include volunteering in the classroom; reading to the child before bedtime; taking leadership in school committees; interpreting, supporting and/or doing homework activities together; assisting with mathematics or science events; serving as mentors and coaches; or locating mathematics and science resources (Krueger & Sutton, 2001; Sutton & Krueger, 2002). Based on the research studies of Kober (1991), Task Force on Women, Minorities, and the Handicapped in Science and Technology (1989), Swick, Boutte, and van Scoy (1995), and López del Bosque (2000), parents can do the following:
Licensed by the EQUALS program at the Lawrence Hall of Science, COLUMBIA EQUALS Family Math and Family Science are K–6 programs at the Columbia Education Center designed to involve parents and their children together in mathematical and science activities. Family Math and Family Science programs were specifically designed for parents to engage in activities exploring mathematics and science to encourage underrepresented groups of students (especially girls) to seek careers in mathematics and science. Family Math helps students improve their skills by engaging in mathematical exercises with their parents at home, schools, or elsewhere in local communities (Franklin, 2003, p. 2). Family Science aims at promoting science access for minority students. It also is designed to bring parents and their children together and pursue meaningful hands-on science activities after school hours.
Return to "Remembering the Child: On Equity and Inclusion in Mathematics and Science Classrooms."
