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3.0 Results from Home Visit Interviews
3.1 Overview
Semi-structured, open-ended interviews were conducted with the case study families in the fall of 1997 and the spring of 1998. These interviews gathered information on the parents’ perceptions of themselves and their families, their experiences with Head Start, and their neighborhoods. This chapter summarizes the findings from these interviews.
3.2 Reasons for Enrolling Their Children in Head Start
Head Start families were asked to talk about the primary reasons why they enrolled their children in Head Start in the fall of 1997. Content analyses of the parents’ responses indicated that all respondents reported reasons that focused on their children, with most reporting that they enrolled their children in Head Start for educational reasons. Fewer parents reported reasons that focused on themselves or their families. The child-focused and family-focused reasons reported by the parents are presented in the following two sections.
Reasons for Enrolling Children in Head Start That Related to the Children
When asked about their reasons for enrolling their children
in Head Start, all of the respondents (100%) reported reasons that focused
on their children. Exhibit 3-1 summarizes the reasons reported by the
parents. 
The
most frequent reasons mentioned by the parents involved their children’s
general education (58%), including wanting their children to develop learning
skills, providing them with new experiences outside the home, or helping
their children to establish routines. Forty percent of the parents also
cited specific, short-term educational reasons such as hoping Head Start
would prepare their children for school by focusing on academics, including
helping them to learn their letters and numbers. About one half of the
parents (49%) hoped that attending Head Start would improve their children’s
interactions with peers and others.
| Reasons | Percentage | |
|---|---|---|
| General Educational Reasons. Help children learn, provide new experiences outside the home, help children calm down, develop learnings kills, establish routines, get an early start | 58 | |
| Interactions with Peers or Others. Help children interact more comfortably with other children and adults, learn to share | 49 | |
| Short-term Specific Educational Reasons. Prepare children for kindergarten or school, focus on academics, learn letters, numbers | 40 | |
| Children Want to Go to School | 6 | |
| Improve Children's Speech or Health | 3 | |
Reasons for Enrolling Children in Head Start That Related to Parents or Families
Fewer parents (37%) indicated reasons for enrolling their
children in Head Start that focused on their families or themselves. One
fifth (20%) reported that they enrolled their children in Head Start because
they were familiar or comfortable with the program, while 13%
reported that they needed help with childcare. Four percent of the parents
reported that a primary reason they enrolled their children in Head Start
was to give themselves a break from their children or because they needed
help in handling them.
There were no significant differences in parents’ reasons for enrolling their children in Head Start by family and child demographics1. However, parents of children with ethnicity other than African American, Hispanic, or White were significantly less likely to indicate that the reason for enrolling their children in Head Start was to improve their interactions with peers. In addition, parents of African American children were significantly less likely than the parents of all other children to report that a primary reason for enrolling their children in Head Start was because they were already familiar or comfortable with the program.
3.3 Head Start Families’ Hopes and Goals for their Children
In the fall of 1997, Head Start families were asked to talk about their hopes and goals for their children during the Head Start school year, their long-term educational aspirations for their children, and other hopes they had for their children’s future, including occupational aspirations. Content analyses of the parents’ reported hopes and goals indicated that they generally held optimistic expectations for their children’s early schooling experiences and future educational attainment. While most parents focused on goals for their children’s education during the current school year, they also had specific educational aspirations for their children’s future. Additionally, almost half of the parents reported hopes and goals that focused on their children’s personal qualities. The parents’ hopes and goals for their children are presented in the following four sections.
Parents’ Hopes and Goals for Their Head Start
Children’s General Education.
Exhibit 3-2 presents the responses reported by parents when asked what they hoped for their children during the current school year. Three fourths of the parents (75%) reported hopes and goals that related to their children’s general education. Parents hoped their children would be able to complete age appropriate tasks (34%), hoped their children would do well in school and receive a good education (29%), or hoped their children would develop positive attitudes toward school and school personnel (20%). There were no significant differences in the parent’s general education goals for their children based on family and child demographics.
| Percentages | |
|---|---|
| Complete Age Appropriate Tasks or Be Developmentally on Task. Keep up with other children, learn numbers and letters, learn to read and write, acquire skills such as learning left from right. | 34 |
| Do Well in School and Get a Good Education. Behave in school, listen to the teacher, cooperate in school, learn or be well educated, improve past school performance. | 29 |
| Have a Positive Attitude Toward School and School Personnel. Have good relationships with teachers and principals, have school be a positive experience, enjoy learning and school work. | 20 |
| General Education. Have goals that are process oriented, such as “just to learn” or develop important building blocks for a good education. | 24 |
Parents’ Hopes and Goals for Their Head Start Children’s Personal Qualities
Nearly one half of the parents (47%) reported hopes and
goals for their children that related to their children’s personal
qualities. 
They
hoped their children would develop positive qualities like leadership
or engage in positive social interactions such as getting along with their
peers or classmates (36%). They also hoped their children lacked negative
qualities, such as shyness or hyperactivity, and hoped they would be able
to overcome potentially negative social situations (10%). There were no
significant differences in parents’ reports of goals related to
qualities of their children based on family and child demographics.
Parents’ Hopes and Goals for Their Children’s Long-Term Educational Attainment
When asked about their long-term educational goals for their
children, 65% of the parents reported specific educational attainment
goals. Slightly more than one quarter of the parents (26%) hoped their
children would graduate from high school, while nearly one 
half
(49%) hoped their children would continue their education beyond high
school and attend or graduate from college. Four percent of the respondents
reported no specific educational goals for their children. Overall, there
were no significant differences in the parents’ long-term educational
attainment hopes and goals for their children based on family and child
characteristics. However, parents of children with ethnicity other than
African-American, Hispanic, or White were significantly more likely to
report specific long-term educational attainment goals for their children
Parents’ Other Hopes and Goals for Their Children’s Future
When asked if they had other hopes for their children’s
future, parents reported a range of aspirations (Exhibit 3-3). One half
(50%) 
wanted
their children to do their best, have a good life, or be happy, including
the pursuit of their own goals. Slightly fewer parents (45%) had specific
career aspirations for their children. About 14% of the parents felt that
family involvement was important to their children’s success while
9% wanted their children to do as well as or better than they had done
in life. Overall, there were no significant differences in parents’
other hopes for their children’s future based on family and child
characteristics. However, parents who had not graduated from high school
or attained a GED as well as the parents of White children were significantly
less likely to have a specific occupational aspiration for their children.
| Percentages | |
|---|---|
| Be Their Best, Have a Good Life, Pursue Own Goals. To succeed, become what one wants in life, achieve certain goals, be happy, and make something of one’s self. | 50 |
| Career Aspirations. Get a job, enter a profession, develop career-oriented skills. | 45 |
| Family Involvement. Parental interest in children’s daily activities, provide moral guidance, help children reach their goals. | 14 |
| Do Better than Parents. Accomplish more than previous generations, do not repeat parents’ mistakes, improve education attainment, go farther in life. | 9 |
3.4 Head Start Parents’ Hopes and Goals for Themselves
Head Start families were also asked to talk about the hopes
and goals that they had for themselves during the fall 1997 home visit
interview. Content analyses indicated that most parents had professional
(68%), educational (62%) and personal (50%) hopes and 
goals
for themselves, yet 7% of the parents reported no specific goals. The
professional goals reported by parents included goals to attain a specific
occupation or profession (43%) or a desire to get back to work or find
a job (27%). Career advancement was reported as a goal by 7% of the parents.
Parents also had educational goals. Almost one third (31%) of the parents
focused on higher education, including attending a 2- or 4-year college
program, while 18% hoped to finish their secondary education by getting
a GED or their high school diploma. About 11% expressed a desire to obtain
a job-related certificate or attend vocational training. Almost one third
of the parents (31%) expressed personal hopes and goals that focused on
providing for their children or expanding their family. Financial independence
was a goal of 14% of the parents. Buying a home or improving their current
home was a goal for 10% of the parents. There were no significant differences
in the parents’ reports of hopes and goals based on family and child
demographics.
3.5 Strengths of the Head Start Families
During the fall 1997 home visit interview, Head Start families
were asked to talk about their families’ strengths and discuss what
they really liked about their families. Exhibit 3-4 summarizes the parents’
perceptions of their families’ strengths. Content analyses of the
parents’ responses indicated that a majority of parents (58%) focused
on their families’ positive relationships. These relationships
were most often characterized as family closeness or togetherness, including
being able to rely on one another and the ability to take care of each
other. Many parents (39%) also referred to family activities, such as
spending time with one another and sharing experiences with their children,
as strengths. A number of other strengths were mentioned, including good
communication (24%), family composition, structure, or stability (20%),
family values, beliefs, and cultural practices (22%), and the well-being
of their children (21%). Overall, there were no significant differences
in parents’ reports of family strengths based on family and child
characteristics. However, parents of female children were significantly
more likely to report involvement in family activities as a family strength
than parents of male children.
| Percentages | |
|---|---|
| Positive Relationships Within the Family. Togetherness or closeness, rely on one another or take care of each other. | 58 |
| Family Activities. Spend time with one another and parents spend time and share experiences with the children. | 39 |
| Good Communication. Discuss problems, be open, listen to one another. | 24 |
| Family Values, Beliefs and Cultural Practices. | 22 |
| Well-Being of the Children. Feel children are great and doing well, view children as a family strength, any mention of children. | 21 |
| Family Composition, Structure or Stability. Family is stable or back together, feel family members are a strength. | 20 |
| Support of Extended or In-Law Family Members. | 13 |
| Coping with Adversity or Solving Problems. Family sticks together when things are bad, supportive and adjust to specific and/or general adverse situations. | 13 |
| Other |
18 |
3.6 Issues of Improvement and Change for the Head Start Families
During the fall 1997 home visit interview, the Head Start
families were asked to talk about what they would like to improve or change
about their families. Exhibit 3-5 summarizes the changes that they would
like to see occur. Content analyses of the parents’ 
responses
indicate that while there was not a clear majority opinion, many (38%)
wanted to improve the relationships within their families, including improving
marital, sibling, parent-child, and overall family relationships. Parents
talked about their families’ need for a mother or father (or male
or female role model) for their children or the increased involvement
of the mother or father (or male or female role model) with their 
children.
Almost one third of the parents (30%) hoped to improve their ability to
meet their families’ financial and physical needs and discussed
their desire to increase their income, improve or change their employment,
or improve their health. Fifteen percent of the parents felt that there
was nothing that their families needed to improve or change. There were
no significant differences in parents’ reports of areas of improvement
or change for their families in regard to family and child characteristics.
| Percentages | |
|---|---|
| Relationships within the Family. References to marital, sibling, parent-child and overall family relationships as well as the need for a father or mother (or male/female role model) or increased involvement of a father/mother with their children. | 38 |
| Meeting Financial and Physical Needs. Increase their income, improve or change their employment, or improve their health. | 30 |
| Qualities of the Family as a Whole. Improve qualities of the family as a whole or a specific family member, improve stability/structure or organization of the family, improve religious or cultural identity/practices, make education a higher priority in the family or improve family members' education, and be more successful. | 22 |
| Family Activities and Involvement. Improve or increase family activities or amount of time spent together as well as increase the amount of time spent with their children. | 18 |
| Home and/or Neighborhood Environment. Move out of their homes or neighborhoods or improve their homes or neighborhoods. | 15 |
| Qualities in the Children. Improve or increase their children's education or improve their children's behavior. | 10 |
| Coping with Adversity. Have children or other family members adjust well to parental separation (marital or geographic), divorce, and related issues, such as custody arrangements. References to the family wanting to improve or overcome a substance abuse problem. | 8 |
| No Improvement or Change Needed. | 15 |
3.7 Current Problems Facing Head Start Families
In the fall of 1997, Head Start families were asked to talk about any problems their families had experienced that they felt may have interfered with their children’s adjustment to Head Start. Exhibit 3-6 summarizes the parents’ perceptions of problems their families faced. Content analyses of the parents’ responses indicated that a large majority (75%) felt that their families had no problems, or at least no problems that interfered with their children’s adjustment to Head Start. Less than 10% of the families reported any specific problems. There were no significant differences in parents’ reports of current family problems in regard to family and child demographics.
| Percentages | |
|---|---|
| No Current Problems that Interfere with Children's Adjustment to Head Start. | 75 |
| Family Structure, Stability and/or Living Environment. Lacking stability/structure or organization and problems with child care. | 8 |
| Family Relationships. Problems with father-child, mother-child, sibling, and overall family relationships that were disrupted, non-optimal or problematic. | 8 |
| Family Separation or Death. Difficulty adjusting to parental separation, divorce, or geographic separation of family members, child custody/visitation, family member in jail, death in the family or someone close to the child. | 8 |
| Meeting Physical and Financial Needs. Lack of income to meet necessities, unemployment or unacceptable employment. | 8 |
| Health or Behavior Problems. Health problems (including mental health) or special needs, behavioral and/or attitudinal problems of child or other family member. | 5 |
| Abuse Problems. Physical abuse, sexual abuse, neglect, or substance abuse problems. | 3 |
3.8 Head Start Child and Family Participation in Head Start
In the spring of 1998, Head Start parents were asked about their families’ participation in activities at Head Start, including how their children felt about going to school each day, and how much they valued their own participation in Head Start activities. The parents’ perceptions of their children’s feelings about Head Start, as well as how they felt about parent involvement in the program, are discussed in the following two sections.
Children’s Participation in Head Start
Content analyses of the parents’ reports regarding
whether or not their children enjoyed the Head Start experience indicated
that 
almost
all of the parents (92%) felt that their children enjoyed Head Start and
were excited about going to school each day. The most frequent reason
reported by parents for why their children enjoyed Head Start was that
they liked to socialize or be with their friends and play (40%). Parents
also reported that the children seemed to enjoy the toys and activities
such as arts and crafts and games (24%), the academics (19%), as well
as the teachers (15%). While approximately 11% of the parents reported
that their children were ambivalent about their feelings – sometimes
they enjoyed Head Start, sometimes they did not -- most of the parents
felt their children were only reluctant to go whenever they had something
else they wanted to do more. Only 1% of the parents reported that their
children did not enjoy Head Start or going to school. There were no significant
differences in parents’ reports of how their children felt about
Head Start based on family and child demographics.
Head Start Families’ Participation in Head Start
In the spring of 1998, Head Start families were asked the following three questions about their participation in Head Start:
- How important is it to you to participate in Head Start activities and why?
- Could you tell us about one or two activities you have participated in at the center this year?
- What kinds of things made it easier or harder for you to participate?
Content analyses of the parents’ responses to these questions indicated that a large majority of the Head Start families felt that it was important for them to participate in Head Start activities. Most parents identified work or school schedules or other time constraints as the primary barriers to participating more in Head Start activities.
Why It Was Important to Participate in Head Start Activities
Content analyses of the parents’ responses indicated
that a majority (95%) felt that it was important or very important for
them to 
participate
in Head Start activities (Exhibit 3-7). Around 34% of the parents indicated
that parent involvement was important because it helped their children,
their children enjoyed it, or because it was meaningful to their children
to have their parents participate in activities at their schools. Thirty-three
percent of the parents felt that being involved and active at Head Start
helped them stay informed about what their children were learning and
experiencing. There were no significant differences in parents’
reports of the importance of participating in Head Start activities based
on characteristics of the family or child.
| Percentage | |
|---|---|
| It helps children, children like it, it is important to the children | 34 |
| To know what children are learning and experiencing at Head Start | 33 |
| It helps parents to learn, parents like it | 22 |
| To monitor or watch what the Head Start program is doing | 11 |
| To demonstrate to the teacher that parents are interested | 11 |
| To be involved in their children's education | 9 |
| To meet other parents | 2 |
| Not explained | 20 |
Types of Activities in Which Families Participate
Exhibit 3-8 summarizes the types of Head Start activities in which parents most often participated. Content analyses of the responses indicated that a majority of parents (90%) had participated in Head Start activities with only 10% reporting that they had not participated in any activities. Almost one half of the parents (49%) reported that they had participated in social events at Head Start that were organized around holidays or special parties while 30% reported that they had participated in the classroom as a volunteer or a bus monitor.
| Percentage | |
|---|---|
| Holiday or special parties or other social events | 49 |
| Classroom volunteer | 30 |
| Field trip volunteer or other activity outside of Head Start | 27 |
| Parent meetings/Policy Council | 23 |
| Workshops or meetings with special topics or instruction | 9 |
| Fundraising activities | 8 |
| Parent drop-in activities | 5 |
| Parent-teacher conferences | 5 |
| Have not participated in any activities at Head Start | 10 |
Barriers and Facilitators to Families’ Participation
Exhibit 3-9 presents the barriers and facilitators mentioned by the parents. Most parents (91%) discussed barriers to participating in Head Start activities. Almost two thirds of the parents (65%) identified work or school schedules or other time constraints as the main barriers they encountered. Almost one third (30%) reported that a lack of child care for their other children prevented them from attending activities more often. Less than one fifth of the parents (16%) said they did not feel comfortable with the Head Start staff, reporting that they were not receptive or accommodating, and often scheduled activities at inconvenient times. Only 13% of the parents talked about facilitators or things that made it easier for them to participate at Head Start. The facilitators that were mentioned by the parents included the openness of the Head Start teachers and staff, and the proximity of the centers to where they lived.
| Percentages | |
|---|---|
| Barriers - What Made Participation More Difficult | 91 |
| Work or school schedules, time constraints | 65 |
| Other children at home to watch, lack of child care | 27 |
| No transportation, distance from Head Start center | 17 |
| Head Start staff not receptive, parents' schedules not considered when planning events, cultural barriers perceived | 16 |
| Parents, children, or other family members had physical or medical problems | 14 |
| Facilitators - What Made Participation Easier. Included openness of teachers and staff, easy transportation or proximity of center, entire family can attend activities. | 13 |
3.9 Satisfaction with Head Start
In the spring of 1998, Head Start families were asked about
their satisfaction with Head Start. Specifically, parents’ were
asked if they felt the program was meeting the needs and goals of their
children. Exhibit 3-10 summarizes the parents’ satisfaction and
dissatisfaction with Head Start. Content analyses of primary parents’
responses indicated that a majority (97%) reported they were 
satisfied
or very satisfied with Head Start and felt that the program was meeting
the needs and goals of their children. Well over one half (57%) of these
parents reported they were satisfied with Head Start because of the program’s
emphasis on academics. They felt that their children were learning and
the program prepared their children for kindergarten. Satisfaction with
the program’s emphasis on the total child, including the physical,
social or behavioral development of their children, was mentioned by 52%
of the parents. However, 34% of the parents also gave some indication
that they were not satisfied with Head Start and felt the program was
not meeting the needs and goals of their children. One third of these
parents (33%) said they wanted Head Start to have more of an emphasis
on academics. They felt their children were not learning and were not
being prepared for kindergarten. Around 30% indicated that they had problems
with some Head Start staff and also expressed dissatisfaction with service-related
issues such as the hours of operation or Head Start’s enrollment
policies. There were no significant differences in parents’ reports
of satisfaction with Head Start based on family and child characteristics.
| Percentages | |
|---|---|
| Satisfied or Very Satisfied with Head Start - Program Meeting Needs and Goals of Children | 97 |
| Why Satisfied? | |
| Emphasis on academic issues, children learning, prepared for kindergarten | 57 |
| Emphasis on the total child - physical, social, behavioral development | 52 |
| Like Head Start staff | 17 |
| Emphasis on health and nutrition | 12 |
| Child is happy and having a good experience | 8 |
| Meeting families' needs and goals | 8 |
| Head Start "takes good care of them" | 4 |
| Not Satisfied with Head Start - Program Not Meeting the Needs and Goals of Children | 34 |
| Why Not Satisfied? | |
| More emphasis on academic issues, children not learning, not prepared for kindergarten | 33 |
| Problems with Head Start staff | 30 |
| Service-related issues with Head Start (e.g., program operations, hours of operations, enrollment issues) | 30 |
| Transportation issues or problems | 12 |
| More emphasis on the total child - physical, social behavioral development | 9 |
| Not meeting families' needs and goals | 3 |
3.10 Parenting Beliefs and Efficacy
In the spring of 1998, Head Start families were asked the following questions about their parenting beliefs:
- What are the things you think are important for you to do with your child as she grows up?
- What kinds of things do you want to teach your child?
- How successful do you feel you have been in accomplishing these things with your child?
Exhibit 3-11 summarizes the parents’ parenting beliefs.
Content analyses of the responses indicated that a majority (61%) reported
they felt it was important to teach their children values or morals. In
addition, almost one half of the parents (47%) thought it was 
also
important to teach or show their children that education was important,
around 46% felt is was important to teach their children how to behave,
and 44% believed it was important to guide their children and help them
set goals in life. A majority of the parents felt that they were successful
(52%) or somewhat successful (41%) at accomplishing these things with
their children, while only 7% of the parents believed that they were not
successful or did not know if they were successful. Overall, there were
no significant differences in the parents’ reports of parenting
beliefs and efficacy based on characteristics of the family and child.
However, parents of Hispanic children were significantly more likely to
report the importance of teaching their children that education was important
as well as parents of children with ethnicity other than White, African-American
or Hispanic background, while parents of White children were significantly
less likely to emphasize the importance of education.
| Percentages | |
|---|---|
| Teach Them Values/Morals. Be a good person, learn right from wrong, impart religious values, responsibility, respect for others. | 61 |
| Teach Or Show Them Education Is Important. Read and write. | 47 |
| Teach Them How To Behave. Obedience, discipline, respect and manners. | 46 |
| Guide Them And Help Them Set Their Goals. Support them, be there for them, be their mentor, help them to succeed. | 44 |
| Spend A Lot Of Quality Time With Them. Give them attention, talk with them. | 29 |
| Teach Them To Stay Safe, Drug-Free, And About Sex. Problem avoidance. | 25 |
| Have A Good Relationship With Them. Love them. | 21 |
| General - Teach them everything I know. | 17 |
| Improve Their Self-Esteem And Self-Respect . How they feel about themselves. | 16 |
| Expose Them To Things. Provide extra-curricular activities. | 13 |
| Teach Them To Be Independent And Self-Sufficient. Take care of themselves. | 11 |
| Teach Them Issues Related To Health. | 7 |
| Help Them To Be A Good Parent. Manage a household. | 4 |
| Other. | 12 |
3.11 Parenting Satisfaction and Supports
In the spring of 1998, Head Start families were asked how
satisfied they were in their roles as parents. They were also asked to
talk about the role that Head Start had played in supporting them as parents
and to discuss the kinds of supports that they felt would help them. Content
analyses of their responses indicated that a majority (69%) reported they
were very satisfied with their role as a parent and only 5% reported that
they were not very satisfied. When asked to talk about the role that Head
Start played in helping 
them,
33% of the parents said that Head Start had done nothing, very little,
or they did not know if Head Start helped them. Almost one fourth of the
parents (24%) reported that Head Start had helped them understand child
development or taught them how to improve their interactions with their
children, and 23% reported that Head Start had helped them by teaching
their children skills or academics. When asked what kind of support they
needed as parents, 25% of the parents said they needed financial help
and 17% reported a need for more help from other family members. About
20% of the parents felt they did not need any additional support. There
were no significant differences in parents’ reports of parenting
satisfaction and supports based on family and child demographics. Exhibit
3-12 summarizes the parents’ responses to how Head Start has helped
them in their role as parents and Exhibit 3-13 presents the areas in which
parents felt they needed support or help.
| Percentages | |
|---|---|
| None/Very Little/Don't Know. | 33 |
| Understand Child Development And How To Interact With My Child Better. Parenting skills, workshops. | 24 |
| Teaches Children Skills And Academics. Things that I cannot teach them. | 23 |
| General Support System. | 16 |
| Help with Discipline. | 14 |
| Care Taking. Taking care of child during the day. | 11 |
| Providing Services or Referrals. | 8 |
| Help Improve Health Habits And Nutrition. | 3 |
| Percentages | |
|---|---|
| Financial Help. More money, new or better job, house, car. | 25 |
| Nothing. | 20 |
| More Help From Other Family Members Or Others - Support System. | 17 |
| More Workshops Or Parent Training. | 14 |
| More Help From Significant Other. Biological, step-, or other parent figure. | 12 |
| More Time In The Day -- More Time With Children Or Family. | 9 |
| More Education Or Schooling. Need to go back to school, need a degree. | 6 |
| Help With Child Care. | 6 |
| Help With Parent's Personal Characteristics Or Qualities. More patience. | 6 |
| Need Time Away From Family Or Children. Respite. | 5 |
| Help Regarding Discipline. | 4 |
| Don't Know. | 6 |
3.12 Head Start Families’ Perceptions of their Neighborhoods
During home visits conducted during the spring of 1998, Head Start families were asked to describe their neighborhoods. The following questions were asked:
- How would you describe your neighborhood? What kind of place is it to raise a child?
- What are some of the things you really like about your neighborhood?
- If there were three things you could change about your neighborhood, what would these things be?
Content analyses of the parents’ open-ended descriptions of their neighborhoods indicated that most parents (75%) seemed to feel that their neighborhoods were good places to raise children or had several strengths. Most parents also seemed to use the same set of criteria in judging whether their neighborhoods were good or bad places to raise their children. These criteria included: 1) safety, particularly the presence of crime and/or drugs in their neighborhood; 2) the quality of interactions with their neighbors or whether they could trust their neighbors; and 3) the presence of social and physical indicators in their neighborhoods, such as abandoned or vandalized buildings and groups of people loitering.
Parents’ Assessments of Their Neighborhoods as Places to Raise Children
When parents were asked how they would describe their neighborhoods
in terms of the kinds of places they were to raise children, 
most
(75%) responded that their neighborhoods were good places to raise children
or that their neighborhoods had several strengths (Exhibit 3-14). Of these
parents, 66% mentioned good neighbors and positive interactions as a positive
feature, 62% said their neighborhoods were quiet or peaceful, and 53%
reported that their neighborhoods were safe and free of crime and drugs.
Less than one half (42%) mentioned that they liked the physical aspects
of their neighborhoods, 28% mentioned using neighborhood resources, and
25% liked the social and cultural makeup of their neighborhoods.
However,
25% of the parents said that their neighborhoods were not good places
to raise children or they reported that their neighborhoods had several
problems or weaknesses. Of these parents, 68% were concerned about safety,
crime, or drugs, 52% mentioned bad neighbors or negative interactions,
24% disliked the social and cultural makeup of their neighborhoods,
20% mentioned a lack of neighborhood resources and activities, and 20%
disliked the physical aspects of their neighborhoods. Overall, there
were no significant differences in parents’ reports of their neighborhoods
as places to raise children based on family or child characteristics.
However, parents who had not graduated from high school or attained
a GED were significantly more likely to indicate that their neighborhoods
were not good places to raise children.
| Percentages | |
|---|---|
| Neighborhood A Good Place to Raise a Child or Had Several Strengths: | 75 |
| Safe/Free of Crime and Drugs. | 53 |
| Quiet/Peaceful. | 62 |
| Good Neighbors/Positive Interactions with Neighbors. Friendly, helpful, no one bothers you, trust neighbors and children in neighborhood. | 66 |
| Neighborhood Resources/Activities. | 28 |
| Composition of the Neighborhood. Many children, mix of ages, family-types, ethnic groups. | 25 |
| Physical Aspects of the Neighborhood. Clean, large yards, room for kids to play, not crowded, safe traffic. | 41 |
| Neighborhood Not A Good Place to Raise a Child or Had Several Problems or Weaknesses: | 25 |
| Safety/Reducing Crime and Drugs. | 68 |
| Bad Neighbors/Negative Interactions with Neighbors. Unfriendly, no one helps each other, they cause problems or trouble, do not trust neighbors and children in neighborhood. | 52 |
| Improve Availability/Access to Neighborhood Resources/Activities. | 20 |
| Composition of the Neighborhood. Not many children, wrong kind of people or families, unstable neighborhood. | 24 |
| Improve Physical Aspects of Neighborhood. Run down, dangerous traffic, crowded. | 20 |
What Parents Really Liked about their Neighborhoods
When asked about some of the things they really liked about
their neighborhoods, parents’ most frequent responses were that
they
liked their neighbors (53%). Nearly one third (32%) liked the quiet and
peacefulness of their neighborhoods, 24% liked their neighborhoods’
resources and activities, 20% liked the convenience or proximity to schools,
businesses and transportation, and 15% liked the safety of their neighborhoods
and their neighborhoods’ lack of crime and drugs. Other positive
attributes mentioned included the physical aspects of the neighborhood
(13%) and neighborhood demographics (9%). Ten percent of the respondents
reported that there were no or very few good things about their neighborhoods.
What Parents Would Change About Their Neighborhoods
Parents were also asked to identify three things they would
change about their neighborhood. Nearly one half (49%) answered that they
would improve the physical aspects of their neighborhood. One third would
change their neighbors or their interactions with th
eir
neighbors and 27% would improve the availability and access to neighborhood
resources and activities. Twenty percent felt that safety should be improved
and crime and drugs decreased, while 11% would change the social and cultural
makeup of the neighborhood. Almost one fourth of the parents (22%) said
they would change very little or nothing about their neighborhoods. Exhibit
3-15 presents the parents’ reports of what they liked about their
neighborhoods and what they would change about their neighborhoods.
| Percentages | |
|---|---|
| What Parents Like About Their Neighborhoods | |
| Safe/free of crime and drugs. | 15 |
| Quiet/peaceful. | 32 |
| Good neighbors/positive interactions with neighbors. | 53 |
| Neighborhood resources/activities. | 24 |
| Demographic composition of the neighborhood. | 9 |
| Physical aspects of the neighborhood. | 13 |
| Convenience/proximity to schools, businesses, transportation. | 20 |
| There are no good things or very few good things about my neighborhood. | 10 |
| What Parents Would Change About Their Neighborhoods | |
| Safety/reducing crime and drugs. | 20 |
| Bad neighbors/negative interactions with neighbors. | 33 |
| Improve availability/access to neighborhood resources/activities. | 27 |
| Demographic composition of the neighborhood. | 11 |
| Improve physical aspects of neighborhood. | 49 |
| I would not change anything or very little about my neighborhood | 22 |
Neighborhood Resources
Exhibit 3-16 presents the percentage of parents who indicated that they had certain resources in their neighborhoods. Less than one half of the parents (43%) reported they had a neighborhood watch program, a neighborhood organization, or a public library. Over two thirds of the parents (69%) indicated they had access to public transportation, recreation centers, parks, doctor’s offices, and day care centers as well as commercial businesses such as grocery stores and pharmacies. More than three quarters of the respondents reported that they had a convenience store and a church in their neighborhoods.
| Neighborhood/Community Resources | % Reported | Neighborhood/Community Resources |
% Reported |
|---|---|---|---|
| Public playground or park | 74 | Public library | 43 |
| Recreation or community center | 52 | Neighborhood watch program | 43 |
| Day care center | 63 | Neighborhood organization or tenant's council | 29 |
| Clinic or doctor's office (for children) | 58 | Supermarket/chain grocery store | 70 |
| Public transportation | 69 | Convenience or corner store | 86 |
| Church | 87 | Pharmacy or drug store | 61 |
| Elementary school | 70 | Bank | 61 |
Social and Physical Neighborhood Quality Indicators
Parents were also asked about the presence of several social and physical quality indicators in their neighborhoods (Exhibit 3-17). Less than one half of all respondents (43%) indicated that they had abandoned or boarded up buildings or adolescents loitering in their neighborhoods. Less than one third of all parents (33%) reported graffiti, vandalism, or abandoned vehicles in their neighborhoods. Parents who indicated that their neighborhoods were not good places to raise children were more than twice as likely to report the presence of these indicators than parents who indicated that their neighborhoods were good places to raise children.
| Physical and Social Quality Indicators |
Percentages | ||
|---|---|---|---|
| All neighborhoods |
Good neighborhoods to raise children |
Bad neighborhoods to raise children | |
| Abandoned or boarded up buildings | 43 | 31 | 78** |
| Graffiti or vandalism | 33 | 24 | 61** |
| Abandoned cars or farm equipment | 32 | 23 | 59** |
| Adolescents loitering | 47 | 33 | 87** |
| Adults loitering | 42 | 26 | 91** |
| **=chi-square p-value <.01 |
3.13 Summary
The data from home visit interviews have contributed to a more complete picture of Head Start families and children, their interactions with Head Start, and their neighborhoods. Highlights from the findings regarding Head Start families and children include:
Primary Reasons for Enrolling their Children in Head Start
- The primary reason families enrolled their children in Head Start were child-focused. Specifically, a majority of parents enrolled their children in Head Start for general educational reasons, such as helping their children to learn, as opposed to specific educational reasons.
Hopes and Goals for Head Start Children
-
Case study families generally held optimistic expectations for their children’s early schooling experiences. Most parents’ hopes and goals for their children were focused on general education goals, such as learning basic skills and doing well in school.
-
Most parents also had optimistic expectations about their children’s future educational attainment. Most respondents had specific long-term educational goals for their child, such as graduating from high school and attending college.
Family Strengths
- Most case study families saw the positive relationships they had within their families as the primary strength of their families. Positive relationships were most often characterized as the closeness or togetherness of their family or knowing that they could rely on one another and would take care of each other.
Parenting Beliefs, Efficacy, and Satisfaction
-
Most case study families believed it was important for them to teach their children values or morals. Many families felt it was also important to teach or show their children that education was important, teach them how to behave, and guide them and help them set goals in their lives.
-
Most parents also felt that they were successful or somewhat successful at teaching these things to their children. Finally, most parents indicated that they were very satisfied with their roles as parents.
Highlights from the findings regarding families’ interactions with Head Start include:
Participation in Head Start
-
A majority of parents indicated that their children enjoyed Head Start or they were excited about going to Head Start each day. Most parents reported that their children enjoyed Head Start because they liked socializing, being with friends, and playing.
-
A majority of Head Start families reported that they had participated in Head Start activities and they felt that it was important or very important to be involved.
-
Most parents identified work and/or school schedules or other time constraints as the primary barriers they faced in participating more in Head Start activities.
Head Start Satisfaction
-
A majority of Head Start families indicated they were satisfied or very satisfied with Head Start and felt that the program was meeting the needs and goals of their children.
-
A majority of the parents said they were satisfied with Head Start because of the emphasis on academics. They felt that their children were learning, the program was preparing their children for kindergarten, and they were satisfied with the emphasis on the total child, including their physical, social, or behavioral development.
-
However, about one third of the parents also said that they were not satisfied with Head Start and felt the program was not meeting the needs and goals of their children. Most of these parents wanted more of an emphasis on academics, and felt their children were not learning or being prepared for kindergarten. They also expressed some dissatisfaction with Head Start staff or service related issues such as the hours of operation or enrollment policies of the program.
Head Start Parenting and Family Support
-
The parents’ perceptions of the role that Head Start played in helping their families were mixed. Around one third of the parents reported that Head Start had done nothing or very little for them, or they were unsure what Head Start had done for them. Around one fifth of the parents indicated that their involvement with Head Start had helped them interact better with their children.
-
Help with discipline, serving as a general support system, and teaching them about child development were other ways they reported that Head Start had helped their families.
Highlights from the findings regarding Head Start families’ neighborhoods include:
Head Start Families’ Perceptions of their Neighborhood
-
A majority of Head Start families indicated that their neighborhoods were good places to raise children or had several strengths.
-
Most parents seemed to use the same set of criteria to distinguish whether their neighborhoods were good or bad places to raise their children. These criteria included: 1) safety, particularly the presence of crime and/or drugs in their neighborhoods; 2) the quality of interactions with their neighbors or whether they can trust their neighbors; and 3) the presence of social and physical indicators in their neighborhoods, such as abandoned or vandalized buildings, and groups of people loitering
1Family and child demographics include: parent’s educational attainment, family household composition, and gender, age or ethnicity of their children.(back)
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