A Phenomenological Study of Highly Achieving Elementary School Students Despite Lack of Parental Involvement
School of Education
Doctor of Education (EdD)
Judy R. Sandlin
achievement, family, involvement, parents, students
McKinley, John Ralph, "A Phenomenological Study of Highly Achieving Elementary School Students Despite Lack of Parental Involvement" (2015). Doctoral Dissertations and Projects. 4141.
The purpose of this phenomenological study was to discover how certain students achieved academic success despite the lack of parental involvement. Eight students in grades 4-6 at Riverton Elementary School were selected for the study. The name Riverton Elementary School is a pseudonym. Pseudonyms were used in this study for the name and location of the school and also used for the names of students, teachers, and parents. This study asked what is it about highly achieving students' culture which makes them achieve at high levels despite the lack of parental involvement? What habits do these highly achieving students possess? What attitudes do these highly achieving students exhibit? Eight students were identified through the use of the Perceptions of Parents Scales (POPS) survey and grade reports. Once identified, these students were observed in the classroom setting. Along with the observations, further information was collected via open-ended interviews of students, teachers, and parents. The results of the study were reported by examining commonalities among the experiences of the students being studied.