Parents' perceptions of the value and nature of their children's and their own involvement in an upward bound program

Headnote

This study examined parents' perceptions of the value of the University of North CarolinaChapel Hill Upward Bound program and their perceptions of their own involvement in the program. Questionnaires were completed by 75% of the total number of parents of the students participating in the summer non-bridge residential component of the program. Overall, parents' responses indicated their beliefs that program participation significantly and positively affected their children's lives and that the program was of great value. Their responses also indicated that they had a high level of involvement in the program and that positive parental outcomes were related to program participation.

INTRODUCTON

Numerous programs have been developed in an effort to promote academic success for students from disadvantaged backgrounds (Chaney, 1995). Many of these programs seek to encourage capable students to pursue postsecondary degrees. One such initiative is the federally supported Upward Bound program, a supplemental educational initiative designed to enable economically disadvantaged students to enroll in and successfully complete a program of postsecondary education. A product of the Economic Opportunity Act of 1964, Upward Bound seeks to provide supplemental instruction, counseling services, and cultural enrichment activities to low-income high school students as a means of preparing these adolescents for college and/or university study. The program was first administered through the Office of Economic Opportunity (OEO). Today, Upward Bound, along with four other federal initiatives that are together called the "TRIO" programs, receive funding under Title IV of the Higher Education Act of 1965. Upward Bound currently supports more than 560 projects serving approximately 41,000 students nationwide (Moore, Fasciano, Jacobson, Myers, & Waldman, 1997).

Several studies have shown that parental involvement in children's education has a positive impact on the parents themselves, especially when parents participate substantially.1 Hester (1989), for example, found that when parents are actively involved in school affairs, they understand more about the activities in which their children participate, believe they should be providing more assistance to their children, change their behaviors to be more supportive of their children, and appreciate teachers' efforts more. Horowitz and Fagella (1986) suggest that educationally involved parents develop more appropriate academic expectations for their children, have greater access to teachers and other parents, and develop a greater sense of efficacy as parents. They further assert...