Date Approved
4-25-2025
Graduate Degree Type
Project
Degree Name
Education-Literacy Studies: Reading (M.Ed.)
Degree Program
Literacy, Educational Foundations, & Technology
First Advisor
Dr. Elizabeth Stolle
Academic Year
2024/2025
Abstract
There is a gap in reading achievement for children from low socioeconomic status families despite efforts to the contrary. A major factor contributing to achievement in reading is parental involvement. This involvement is important for all children, but is especially important when it comes to raising the reading abilities of children from low socioeconomic backgrounds. A focus on Pierre Bourdieu and his theories around social and cultural capital shape the framework for understanding why a lack of involvement can exist, as well as what can be done to increase it. Four main themes emerged to improve participation. They are: shifting perspectives, communication, parents understanding the importance of their role, and relationship building. Implementation of these four strategies were followed which increased family involvement in March is Reading month activities. In addition, two surveys were created to help build understanding of families' habitus and strengthen the relationship between home and school with the goal of raising reading achievement.
ScholarWorks Citation
Routley Robinson, Jean M., "Increasing Parental Involvement of Low Socioeconomic Status Families, to Help Increase Student Reading Achievement" (2025). Culminating Experience Projects. 582.
https://scholarworks.gvsu.edu/gradprojects/582
