A meta-analysis on family engagement research in Jamaica: A search for partnerships and models of intervention

As the focus on graduating all students and preparing them for postsecondary pursuits increases, schools are examining their practices in supporting how students are successfully prepared. One such practice that has gained... [ view full abstract ]

As the focus on graduating all students and preparing them for postsecondary pursuits increases, schools are examining their practices in supporting how students are successfully prepared. One such practice that has gained more focused attention is family engagement in the education of students. The literature is clear that family engagement positively impacts school readiness, student achievement, and graduation rates (Englund et al., 2004; Simons-Morton & Chen, 2009; Weiss et al., 2009). However, research has been limited in the Jamaican context and often times, policies and practices are centered around other first world models of family engagement and student achievement. This study therefore seeks to uncover the research on family engagement in education in the Jamaican context.

Through the design of a meta-analysis the researchers conducted a study of the existing research which has occurred over the last twenty years. The meta-analysis synthesizes the literature on the relationship between family engagement and students’ academic achievement. The study further examines the differing effects of family engagement by gender, socio-economic status, and types of schools.  The purpose of the research is to contribute to the overall understanding of family engagement in education in Jamaica especially as a post-colonial British nation, and provide an actionable framework for schools to utilize in their contexts. The research will also serve to develop co-constructed partnerships between families and schools to improve the outcomes of students.

Englund, M., Luckner, A., Whaley, G., Egeland, B., & Harris, Karen R. (2004). Children’s achievement in early elementary school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96(4), 723-730.

Simons-Morton, B., & Chen, R. (2009). Peer and parent influences on school engagement among early adolescent, Youth & Society, 41 (1), 3-25.

Weiss, H. B., Bouffard, S. M., Bridglall, B. L., & Gordon, E. W. (2009). Reframing family involvement in education: Supporting families to support educational equity. Equity Matters: Research Review No. 5.