Section 1: Academic Achievement - National Center for School ...

in school. They reported that their own level of education and learning styles made it difficult
to assist their children with the work. They were reluctant to admit to their children that they
did not know the answers or how to do the work. Many felt that trying to help with homework
would only lead to conflict between them and their children. With tremendous guilt, parents
stated that at times it seemed easier to just give up. According to the families where language
differences were barriers, these challenges were then multiplied.
From here, the group went on to discuss some of the logistical barriers previously mentioned.
They talked about how those barriers not only interfered with homework but how they
impacted their overall participation in the child’s education. They discussed responsibilities
outside the home such as work, meetings and appointments. They also talked about
responsibilities inside the home such as caring for other children, cooking, cleaning and doing
laundry. Some parents mentioned problems with time management and a lack of routine while
others spoke of stress and health issues.
The next goal for the group was to create a plan that would address the identified barriers. In
effort to build a successful partnership, the group was asked to involve parents, schools and
community in their plan. With little hesitation, the parents quickly designed a project they felt
would give them the support they would need to become positively involved in their
children’s education. The parents requested an opportunity for a Parent/Child Homework
Group. Although appreciative of previous homework clubs for the kids, the parents
envisioned this group in a different way. They wanted a place where they could work with
their children and have the support of a teacher/volunteer. As one parent put it, “We don’t
want someone to help our children. We want someone to show us how to help our children.”
Parents explained that an ideal Parent/Child Homework Group would provide a place where
parents and children could come together to work on homework with the support of a teacher
or volunteer who understood the work and would be available to assist whenever they had
questions or needed help. They also asked that time, location and transportation be taken into
consideration. They requested a translator for parents with language differences. They
expressed the need for “one point of contact” at school, someone who would be available to
answer questions regarding expectations of homework and assignments. They stated that
Action Research to Study Homelessness and High Mobility in School Communities 14