Parental Influence on Academic Achievement: Undergraduate Students' Perspectives at a Virginia HBCU

Abstract

Parental Influence on Academic Achievement: Undergraduate Students' Perspectives at a Virginia HBCU Bobby T. Shockley Abstract The purpose of this study was to identify the perceptions of undergraduate college students regarding the types of supports that their parents/guardians provided to encourage their academic success, as defined by college attendance at a Historically Black College and University (HBCU) in Virginia. The research was conducted among college students attending Virginia State University (VSU). A survey questionnaire was provided to college students to gather data on the various types of assistance reported during their high school years. The survey questionnaire was designed to gather insights on the different types of support activities parents/guardians offered to their offspring, such as participating in school functions, assisting with assignments, and engaging with teachers. The questionnaire also included questions that aimed to shed light on the students' perceptions of how these support activities have influenced their academic achievements. By understanding the students' perspectives on parent/guardian involvement in their education, the survey will provide valuable feedback to educators and parents/guardians on how to improve and enhance their support strategies. Overall, the study's findings could help parents/guardians and educators understand the practices identified as being the most prevalent to improve educational outcomes for their children, as indicated by college attendance. This research is essential for developing effective strategies for improving educational outcomes for all students.