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e parents being poorer, less educated, and younger than is the case of two parents in two-parent homes (Entwisle, 1995, p. 139). Harris (as cited in Chipman, 1997, P. 51) disagrees however by stating that parents play an important role in the life of their children even if they are single, uneducated or economically deprived. It is quite obvious from the findings that parents have more benefits to gain than barriers to prevent them from being involved. Hence, it is my recommendation that parents use this as a catalyst for changing their action towards involvement in school base activities.

Improving parental involvement

It is important that the school takes the initiative in developing a positive relationship with the parents. Schaeffer and Betz (1992) affirm that “the key to removing the barriers, as is the key to all effective parent involvement, is the teacher” (p.25). This can be achieved before school begins and fostered throughout the school year. Epstein (1995) recommends that schools promote and support parenting skills and make communication more meaningful and regular between the home and school. Parents should be welcomed as volunteers, and their advice sought, since they know their children better than anyone else. The school can also help parents to understand the educational process and their role in supporting student’s achievement. Consequently, parents should help with decision making as they are full partners in their children’s education, and have many ideas that can be shared with the school.

She further states that schools should host grade level meetings for parents to learn parenting skills and child-rearing. This can be done through workshops, use of video tapes and phone voice messages. Parents can also be provided with suggestions on how to improve home conditions that support their children’s learning. The school can also help by; providing training or educational courses for parents that will help them to get jobs, direct parents to support programme for health, nutrition and other services, assist parents in establishing home, environments to support students, teach parents activities that build self-esteem and competence in their children, encourage parents to give children responsibility, so children can take responsibility for their learning, host grade-level parenting workshops to discuss children’s progress, conduct home visits as this is an effective strategy for involving parents especially in the inner-city where parents hide from the school.

For parents who are illiterate, provisions can be made wherein the school seeks to connect children to parents from the parenting body who can assist children with homework. A homework centre and a mentorship programme can also be implemented using parents, teachers, past students or older students with the ability to assist children with schoolwork. Furthermore, Epstein (1995) asserted that teachers can implement strategies such as maintaining a positive relationship with parents, having active parents spread the word to other parents and having schools implement strategies that exhibit themes of empowerment and outreach.

In addition, the school can initiate community meetings to help families understand the purpose and goals of the school and for the school to also understand families and their challenges. Furthermore, parents can be provided with information about child development and