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Best Practices in Parent and Family Engagement: Implications for Student Success Christy Spurlock Western Kentucky University, Christy.Spurlock@Wku.Edu Western Kentucky University TopSCHOLAR® Dissertations Graduate School Fall 2017 Best Practices in Parent and Family Engagement: Implications for Student Success Christy Spurlock Western Kentucky University, [email protected] Follow this and additional works at: https://digitalcommons.wku.edu/diss Part of the Educational Leadership Commons, Higher Education Commons, and the Higher Education Administration Commons Recommended Citation Spurlock, Christy, "Best Practices in Parent and Family Engagement: Implications for Student Success" (2017). Dissertations. Paper 138. https://digitalcommons.wku.edu/diss/138 This Dissertation is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Dissertations by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. BEST PRACTICES IN PARENT AND FAMILY ENGAGEMENT: IMPLICATIONS FOR STUDENT SUCCESS A Dissertation Presented to The Faculty of the Educational Leadership Doctoral Program Western Kentucky University Bowling Green, Kentucky In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Christy L. Spurlock December 2017 BEST PRACTICES IN PARENT AND FAMILY ENGAGEMENT: IMPLICATIONS FOR STUDENT SUCCESS Dedicated to John and Sue Spurlock, and Morgan Acknowledgments Many individuals have played a supportive role in my doctoral journey, and I wish to express my heartfelt gratitude. My parents, John and Sue Spurlock, have generously supported my academic career through word and deed my entire life. From my first day of kindergarten until now, they have been my most constant champions. Ever ready to help support in any way needed, I cannot imagine what my life would have been like without their unconditional love and support. My daughter, Morgan, was in her last semester of high school when I began this journey. She has been continuously supportive and patient as a great deal of my time, attention and availability were all suddenly taken up by my new doctoral program. She is my favorite person on the planet, as funny as Tina Fey, and quite simply-- my heart. Dr. Barbara Burch, my committee chair, has been a constant source of guidance and wise counsel throughout my doctoral coursework, and in writing this dissertation. Dr. Burch is admired and respected by countless WKU students, faculty, staff and administrators. More importantly however, she is beloved. Former and current students talk about her among themselves in glowing superlatives. Dr. Burch has extraordinary insight into the world and work of American higher education. I count myself most fortunate to have had the opportunity to be mentored by such an extraordinary educator. My other dissertation committee members, Dr. Andrew McMichael, Dr. Pamela Petty and Sharon Hunter—thank you for devoting your time and energy to my study. Your insight and advice particularly in the early stages of my study proposal helped to clarify my thinking and send me on the path of this study’s work. iv Marjorie Savage, renowned parent and family engagement expert, my sincere gratitude to you for your kindness in responding to an email out of the blue from a doc student wanting to pick your brain. Your expertise and advice along the way have been invaluable. I am not alone in singing your praises. I do not think I am breaking research protocol too much when I tell you that several directors mentioned you by name, followed by glowing praise for your continued advocacy for the field. Thank you for generously donating your time to my work. To my work colleagues at WKU, thank you for your encouragement and support. In addition to my WKU coworkers, my fellow WKU Educational Leadership cohort members have been marvelous. As classmates, we first met one another January 2014, and now I am so fortunate to count many as dear friends. Finally, thank you to the 27 directors who participated in the study. As the daughter of a college professor, I grew up on a college campus. I have also worked on a college campus myself for 12 years. So, I have logged some years in on the old college quad, and yet I have never heard a group of people in higher education speak so passionately and eloquently about their work. On behalf of all collegiate America’s parents/families, thank you for the wonderful work you do every day! v CONTENTS LIST OF FIGURES ......................................................................................................... xi LIST OF TABLES .......................................................................................................... xii ABSTRACT .................................................................................................................... xiii CHAPTER I: INTRODUCTION .................................................................................... 1 Introduction ......................................................................................................................... 1 Background and Need for Study ......................................................................................... 1 Theoretical Framework ....................................................................................................... 4 Purpose of Study ................................................................................................................. 5 Research Questions ............................................................................................................. 6 The Role of Student Development Theory in Parent/Family Engagement ........................ 6 Development of Identity ................................................................................................. 8 Separation-Individuation................................................................................................. 8 Transition Theory............................................................................................................ 9 Attachment Theory ......................................................................................................... 9 Emerging Adulthood ..................................................................................................... 10 Expanding Family ............................................................................................................. 12 Methodology ..................................................................................................................... 13 Population ..................................................................................................................... 14 Research Strategy.......................................................................................................... 14 Analysis of Terms ......................................................................................................... 14 Limitations .................................................................................................................... 15 Significance of the Study .................................................................................................. 15 vi CHAPTER II: LITERATURE REVIEW .................................................................... 17 Introduction ....................................................................................................................... 17 In Loco Parentis ................................................................................................................ 20 Who Were the First In Loco Parentis Students? .......................................................... 21 Retreat from In Loco Parentis ....................................................................................... 22 1960s-1990s Changing Roles and Relationships .............................................................. 23 Impact of FERPA .............................................................................................................. 25 Access Based Upon Dependent Status ......................................................................... 25 Return of In Loco Parentis? .......................................................................................... 29 Changes in Parent/Family Engagement ............................................................................ 30 Transition to College..................................................................................................... 30 Helicopter Parents ......................................................................................................... 31 Impact of Technology ................................................................................................... 32 Reasons for Increased Parent/Family Engagement ........................................................... 33 Rising Cost of Education/Consumer Mindset............................................................... 34 Job After Graduation..................................................................................................... 35 Involved Parenting Produces Results............................................................................ 35 Parental Expectations–What is Important to Parents? ...................................................... 37 Role of Parents in Student Retention ................................................................................ 39 How are Campuses Responding to Parents/Families? ...................................................... 41 Creation of Parent and Family Engagement Programs ................................................
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