FR 7–2

9/2003

 

Abstract

Deterrents to Participation in Parenting Education

 

Prepared by:    Deborah Richardson

                        Assistant Specialist, Child Development

                        Oklahoma Cooperative Extension Service

                        104 HES, Oklahoma State University

                        Stillwater, OK  74078

                        405-744-6231

                        dlricha@okstate.edu

 

 

Johnson, D.C., Harrison, B.C., Burnett, M.F., & Emerson, P. (2003). Deterrents to participation in parenting education. Family and Consumer Sciences Research Journal, 31 (4), 403-424.

 

 

IMPLICATIONS FOR COOPERATIVE EXTENSION. Engaging and retaining participants in voluntary parenting education programs, classes and groups is a common challenge. Yet, there has been a lack of research analyzing factors that deter participation. Identifying the factors that serve as deterrents to participation may assist educators to more effectively reach out and involve parents. Although the deterrents identified in this study may not be surprising, the study may provide further insight into these factors and the needs of parents.

 

 

Objective

Identifying factors that dissuade adult participation in parenting education programs was the purpose of this study. The objectives were to: (a) describe the sociodemographic characteristics of parents with children in day care facilities, (b) determine factors that deterred their participation in parenting education, and (c) identify relationships between sociodemographic variables and factors that deter parents’ participation.

 

Methodology

Subjects were parents of children enrolled in 7 day care facilities located in a primarily rural county in a southeastern state. A simple random sample was selected from each of the day care centers totaling 249 parents.  A 34-item Deterrents to Participation Scale (Darkenwald and Valentine, 1985) and a demographic form were the instruments used to survey parents. A total of 112 parents responded to the survey.  A margin of error was calculated to be 3.1%.

 

Results

Respondents were primarily female (95.5%) and 4.5% were male. The age range of respondents was 20-52 years old with a mean age of 30. In regards to education, 51% had a high school diploma, 23% did not graduate high school, and 26% had a college degree. Fifty-one percent were White, 44% Black, and 5.4% were other races or ethnicities. The ages of children in the home were composed of 4% infants, 13% 2-year olds, 18% 3-year olds, 38% 4-year olds, 17% 5-year olds, and 15% were older than 5. Most families (67%) had only one child enrolled in day care, while 25% had two children, and 8% had more than three children enrolled. Seventy percent of families had two adults in the home, 22% had only one, and 8% had more than two adults. Thirty-four percent were unemployed, 15% worked part-time, and 51% full-time. The annual income of 52% of the families fell  below $15k, 22% were between $15k-29k, 12% $30k-$45k, and15% were $45k + or more.

 

The individual survey items that received the highest ratings as deterring participation in parenting education were “Because I had trouble arranging for child care”, “Because I did not know about the courses available to parents”, and “Because the course was scheduled at an inconvenient time”.

 

Grouping all items into categories, a factor analysis revealed five factors that were “slightly important” to “somewhat important” in deterring this population from participating in parenting education:

 

1)         Lack of Confidence (low self-esteem, a need for encouragement or low academic esteem)

2)         Lack of Course Relevance (a sense of the course not meeting individual needs, teaching style inappropriate to the individual)

3)         Personal Problems (financial, family, transportation)

4)         Situational Barriers (cost, location, awareness, expense)

5)         Time (time to study, time away from family)

 

Correlation coefficients and mean differences revealed a significant relationship between factors and specific sociodemographic variables.  Lower levels of education were more significantly associated with Lack of Confidence. Lower income showed a significant association to Lack of Confidence and Personal Problems. There was a significant association between Time and having more children in the home. Having a child over the age of one also was significant with Time as well as Lack of Course Relevance. Those with a child older than age 5 showed a significant correlation to Personal Problems, Lack of Confidence, Situational Barriers, and Time. Unemployment was significant with the Lack of Confidence factor, while both the unemployed and those employed part-time were significantly associated with Personal Problems. There was a higher significant association in the Lack of Confidence and Personal Problems factors for Black respondents than the other racial/ethnic groups. No significant relationships were found related to the number of adults in the home, gender or the age of the respondents.

 

Conclusions

 
 
Findings indicate that there are relationships between some sociodemographic characteristics and factors that were identified as deterring participation in parenting education. Providing quality child care (free or at a minimal cost), effectively marketing programs to specific audiences, and utilizing methods to most conveniently reach parents appear to be top issues for meeting parents’ needs in order to increase participation. It is also critical to address some of the particular factors that may affect the participation of low-income families as well as parents of different racial or ethnic groups. More specific study of male parents is particularly recommended.