Running head: ENVIRONMENT ANALYSIS 1

Environment Analysis

Azucena Garcia

Arizona State University

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Abstract

The analysis consists on internal strengths, internal weaknesses, external opportunities, and

external challenges when it comes to parental involvement in their child’s education. An internal

strength found in schools is the activities provided that can allow for parents to stay involved

with their kids. In difference, an internal weakness can cause students to be affected in their

social interaction due to their parents’ way of parenting behavior. External opportunities include

outside resources for parents, teachers and schools. Furthermore, an external challenge can be the

pressure or even the lack of support from a parent in their child’ after school activity.

Keywords: internal strength, internal weakness, external opportunities, external

challenges
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Environment Analysis

Internal Strengths

Some of the internal strengths include resources such as having school activities that are

tied to the schools’ missions. They provide opportunities for parents to stay involved with the

student. A study states, “Gordon, Nowicki, and Wickern related maternal involvement to the

development of an internal locus of control, and Stevenson and Baker reported a positive

association between parent involvement in school activities and children's school performance,”

(Grolnick 509). Schools allow for parents to stay involved with their child through after school

activities, which is a resource for them to continue to stay close and support their child’s

education. They saw a positive affect in how the child performed due to those outside activities

that were taken place and allowed room for parental involvement.

Internal Weaknesses

One of the main weaknesses that is found amongst studies with parental involvement is

regarding parent’s behavior rules and power. A study states, “Studies examining variables related

to autonomy support have found that parental emphasis on obedience, compliance, and the use of

power assertive techniques leads children to be less social more hostile more dysphoric and

disaffiliated and less adjusted,” (509). This affects student’s social behavior in the classroom,

which is significant and can affect their peers. Teachers depend on group assignments and group

discussions to help students learn about collaboration. Collaboration is something that students

must learn about in order to gain some career and college skills. It allows for students to gain

more insights while also giving their own insights on a topic or matter that is important in the

classroom.

External Opportunities
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Some of the external opportunities include the Center for Effective Parenting, which is a

website dedicated to helping schools with parents, teachers, and students. Its missions statement

states:

“The Center for Effective Parenting positively impacts children by helping parents and

those who work with parents enhance their knowledge, skills, and attitudes

regarding parenting. The Center focuses on training, service, and research in order

to have a broad impact in facilitating the healthy growth and development of

children,” (UAMS).

Though the resource originates from Arkansas, it can be viewed by schools all across the country

and serve as resource for all. It can be beneficial for parents who may want to make a change in

their child’ education and become more involved. However, it can also help those parents who

cannot be as involved as the teacher and school would want, but still want the best for their child.

Not only is this an outside resource that includes modules for parents, teachers, and most

importantly schools, but there are also similar resources that can be found for schools to stick with

their mission and still have parental involvement.

External Challenges

Some external challenges that come across when it comes to parental involvement is the

pressure and lack of support of the parent in their child’s participation in an after school activity.

A study states that “excessive parental pressure and low parental support were related to

detrimental affective and behavioral responses in children-namely, competitive anxiety,

interpersonal stress within their team, and attrition from sport,” (Babkes 45). Pressure from

parents can showcase the excessive parental involvement and is not what the school would

necessarily want from parents. It can go against the missions of the school, which are mainly
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positive and all about students’ success. In addition, the lack of support can also affect the

student due to how they can be struggling and not have their parent to lean on to aside from the

team.
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References

Babkes, M. L., & Weiss, M. R. (1999). Parental influence on children’s cognitive and affective

responses to competitive soccer participation. Pediatric Exercise Science, 11(1), 44-62.

Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement:

Motivational mediators of children's perceptions of their parents. Journal of educational

psychology, 83(4), 508.

UAMS. (2018). Welcome to the Center for Effective Parenting. Center for Effective Parenting.
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