DOES PARENTAL INVOLVEMENT MAKE A DIFFERENCE - THE IMPACT OF PARENT INTERACTIVE ACTIVITIES ON STUDENTS IN A SCHOOL-BASED AIDS-PREVENTION PROGRAM

Objectives. In this study, we test the effectiveness of involving pare nts in school-based AIDS education with respect to altering AIDS-relat ed knowledge, attitudes, behavioral intentions, communications pattern s, and behavior of students. Methods. Fifteen high risk school distric ts (pre-test N=2392) were randomly assigned to one of three conditions : parent-interactive (classroom curricula + parent-interactive compone nt); parent non-interactive (classroom curricula only); control (basic AIDS education ordinarily provided by the school). Students were test ed over time in grades 7, 8 and 9. Results. Results indicate that both treatment conditions (parent-interactive and non-interactive) had a s trong positive impact in enhancing student's knowledge, attitudes, com munication patterns and behavioral intentions. Further, results indica te that there were no behavioral outcome differences between the treat ment groups and the control condition. Results also demonstrate few ou tcome differences between the two experimental conditions. Conclusions . In the two treatment groups (parent-interactive and parent non-inter active), the program effects appear to be the result of school-based c urricula and of student self-determined intentions and behaviors, rath er than the presence or absence of planned parental involvement. Wheth er or not structured or planned parental involvement becomes part of a school-based educational activity should perhaps be determined by (a) the existing level of parent-school interaction based on the nature o f the community, (b) the amount of money readily available to follow t hrough on a program of parent involvement without compromising on stud ent programs, (c) the age of the child and the sensitivity of the issu e, and (d) the ability of the parent/family to be involved effectively without extraordinary expense or sacrifice by either parent or school . Our findings speak to the positive role of the school regardless of parent participation.