The impact of parent involvement on bullying at the middle school level

by Johnson, Tracy A., Ed.D., BOWIE STATE UNIVERSITY, 2008, 217 pages; 3461664

Abstract:

The purpose of this study was to investigate parent involvement as it relates to decreasing bullying activity at the middle school level. Data from the School Survey on Crime and Safety (SSOCS; National Center for Education Statistics, 2004a) were utilized to conduct a causal-comparative study that compared differences in bullying incidents in schools providing specific types of parent involvement and schools that did not have these provisions. From a parent involvement perspective, possible causes were determined as to why some middle schools experienced high prevalence in bullying while other middle schools showed low prevalence of bullying activity.

Dr. Joyce Epstein's Parent Involvement Model was used for the conceptual framework. The theoretical framework was based on Bandura's social learning theory and Erikson's psycho-social theory. Both conceptual and theoretical frameworks supported explanations of adolescent behavior as they related to bullying behaviors and parent involvement in middle school. Five research questions were formulated based on the four selected typologies of parent involvement which were the following independent variables: parenting, communicating, volunteering and decision-making. The dependent variable was incidents of bullying.

A sample size of 965 middle schools was extracted from the stratified sample in SSOCS: 2004. The Statistical Package for Social Sciences (SPSS, Version 12.0) was used to compute and analyze descriptive and inferential data. Each independent variable was cross-tabulated with the dependent variable, bullying, and chi-square tests were conducted using a p≤.05 alpha level of significance.

After analyzing the data, it was determined that parent volunteering (committees) had a highly significant impact on the decrease of bullying at the middle school level. It was also determined that three components within the communicating typology had highly significant impacts on the decrease of bullying at the middle school level. The first component was “limitations of parent complaints on school efforts to reduce or prevent crime”; the second component was “limitations of inadequate or lack of parental support on school efforts to reduce or prevent crime” and the third component was “parent participation in subject-area events”.

AdviserWinona Taylor
SchoolBOWIE STATE UNIVERSITY
Source TypeDissertation
SubjectsEducational leadership; Middle school education; Educational psychology
Publication Number3461664

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