产生的问题是，许多家长在需要的社区没有能力在传统意义上帮助。例如，在贫困地区的父母可能工作多个工作，以维持他们的家庭，它不是一个选择，每周花一个小时，他或她的学生的教室。或移民的父母可能觉得无法帮助，因为他们不讲学校使用的语言。也许父母对自己的学业水平和他们无法帮助孩子做功课感到羞愧.希尔等人的2004项研究。发现家长参与学校从第七到第十一年级有助于减少行为问题，这反过来又关系到成就和愿望。然而，这仅仅是父母的教育水平较高的情况下。对于较低的家长教育组，课堂参与的唯一方面有助于与愿望。这一结果的原因之一可能是一个周期性的过程中确定的研究英格伦等人。（2004）受过良好教育的父母在上学前会给子女提供更好的教育。这种教育的支持在早期的生活与较高的智商，和更高的智商增加家长的期望，他们的孩子和家长参与课堂。存在矛盾的证据，说明父母的教育水平不影响他们的参与学校，因为教育可能是一个混杂因素，就业，时间，或其他变量。
英国土木工程论文代写:贫困地区的工作
The issue that arises is that many parents in the communities in need do not have the ability to help in the traditional sense. For example, parents in an underprivileged area may be working multiple jobs to sustain their families, and it is not an option to spend an hour a week with his or her student's classroom. Or immigrant parents may feel unable to help because they do not speak the language used in the school. And maybe the parents are ashamed about their own level of academic attainment and their inability to help their children with schoolwork.A 2004 study by Hill et al. found that parent involvement in school from 7th through 11th grade helped decrease behavioral problems, which in turn related to achievement and aspirations. However, this was only the case for parents with higher educational levels themselves. For the lower parental education group, the only aspect classroom involvement helped was with aspirations. One reason for this result may be a cyclical process identified in a study by Englund et al. (2004) Parents who themselves are well-educated will provide better instruction to their children prior to schooling. This educational support early in life correlates with a higher IQ, and a higher IQ increases parent expectations for their child and parent involvement in the classroom. Contradictory evidence exists as well, stating that parents' education levels do not affect their involvement in schools, because education may be a confounding factor with employment, time, or other variables.
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