The Role of Somali Parental Involvement in Improving Their Children’s Academic Achievement
Abstract
This study examines the role of parental involvement in children's academic performance among Somali families in Mogadishu, Somalia. Using a quantitative research design, the study surveyed 65 parents to assess their engagement levels, support mechanisms, and challenges in facilitating their children's education. Findings reveal that parents are actively involved in key areas such as homework assistance, encouragement of reading, and emotional support. However, the study identifies significant gender disparities in participation, with fathers disproportionately represented compared to mothers. Additionally, while parents demonstrate strong commitment to academic encouragement, gaps exist in creating structured learning environments and assisting with advanced academic tasks. The study highlights the influence of socioeconomic and cultural factors on parental involvement, emphasizing the need for more inclusive strategies to enhance engagement. Based on the findings, recommendations include implementing gender-inclusive engagement programs, improving school-parent communication, providing parent education workshops, and establishing community-based support systems. Policy advocacy for employer-supported school participation and further research on longitudinal impacts are also suggested.