Parents' Perceptions of Barriers that Hinder Engagement of Disenfranchised Parents of Second District Elementary School In Crawford Central School District

Parental involvement in schools reaps many benefits for schools and families, yet disenfranchised parents often face barriers to participating fully in their children’s academics and school activities. This study examined the parental engagement practices of one elementary school in the Crawford Central School District. Although Crawford Central School District (CCSD) has implemented several strategies to help low-income students and their families connect to school, parents were still finding it difficult to be fully engaged with the school. Because of this, the research questions focused on parents’ perceptions of barriers that hinder engagement of disenfranchised parents. This action research study utilized a qualitative approach to identify the barriers to parental involvement in a rural school with a high free and reduced lunch percentage and low academic achievement. The researcher employed multiple data collection methods, including an electronic questionnaire, semi-structured interviews, and a focus group. The study revealed several barriers to parent engagement. These barriers include educational barriers, financial constraints, delayed dissemination of information, structural barriers in the community, and the importance of trust in the parent-school relationship. However, despite facing barriers, such as a lack of knowledge on how to participate or clearance related issues, parents demonstrated a genuine interest in being deeply involved.