Poverty is widespread in South Africa, posing challenges not just for students but also for their parents. Parents from minority and low socio-economic backgrounds often feel marginalized and believe they have little to contribute to their children's education due to societal labels and financial constraints (Decker et al., 2007). Research shows that parental involvement in schooling can have numerous benefits, but parents living in poverty are less likely to participate in school-related activities compared to more affluent families (Van Velsor & Orozco, 2007). Financial struggles and work commitments often prevent low-income parents from being actively engaged in their children's education.
Furthermore, Van Velsor and Orozco (2007) suggest that low-income parents face various barriers, both demographic and psychological, to being involved in their children's education, which are influenced by educators' attitudes and the overall school environment. Negative perceptions of low-income parents by educators may lead to inadequate treatment and lower levels of involvement in comparison to higher-income families (Konzal, 2001; Ramirez, 1999; Hill & Taylor, 2004). Schools in economically disadvantaged areas may also be less inclined to promote parental involvement than those in more affluent communities, as the needs and challenges faced by low-income families differ significantly from those of higher-income families.
It is crucial for schools to understand the unique circumstances of the communities they serve, as lower-income parents often struggle to provide basic necessities for their families. Addressing these fundamental needs may ultimately lead to increased parental involvement and support in the educational journey of their children (Van Velsor & Orozco, 2007).
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Poverty is rife in South Africa and can be a challenging aspect not only for the learners but for their parents as well. As a result parents from minority and poor socio-economic backgrounds feel that they have nothing to contribute, since they are labelled as being less interested in their children’s schooling due to their circumstances (Decker et al., 2007). Parental involvement in education can have many advantages but parents living in poverty are less likely to be involved in school related activities than parents who come from a more middle class family (Van Velsor & Orozco, 2007). If there is no money to cover their daily expenses, then parents won’t have the funds to support certain school functions because they simply cannot afford to. Work commitments often prevent low-income parents from making time for their children’s schooling.
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Van Velsor and Orozco (2007) also believe that low- income parents encounter both demographic and psychological barriers to parental involvement that can be associated with educator’s attitudes and school climate. Educators may influence the involvement of low-income parents in several ways. Some educators do not value the opinions of these parents and make negative judgements about low-income parents’ lack of involvement (Konzal, 2001; Ramirez, 1999). These negative attitudes by educators towards low-income families may lead to sub- standard treatment of parents as compared to parents who are in a higher income bracket (Hill & Taylor, 2004). These authors also reiterate that schools in poor socio-economic communities are less likely to encourage parental school involvement than those in more affluent communities. It is important for the school to know the community they serve because the needs of low-income families are totally different to higher income families. Lower-income parents often struggle to provide their families with all the basic necessities that support a comfortable lifestyle. It is assumed that when low-income families’ basic needs are met then their involvement at school also increases (Van Velsor & Orozco, 2007).
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