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The engenderment of children's education requires the interplay of several factors with parental involvement as a key ingredient in the educational experience. However, some parents' participation in their children's education has been found to be low in both rural and urban communities alike. This has led to the loss of the positive effects attributed to parent's participation in their children's education. A qualitative research was therefore conducted with parents of pupils in the University of Ghana Basic School as well as the teachers of primary classes four, five and six, to interrogate factors that motivate and inhibit parents' participation in children's education. Participants were purposively sampled due to their experience and knowledge in issues related to parents' participation and non-participation in their children's education. Findings revealed that parents' belief that their participation in their children's education is part of the training they are supposed to give them has motivated them to participate. Barriers to parental participation in their children's education include the high cost of living which keeps parents preoccupied with economic ventures, and low self-esteem due to some parents' illiteracy which makes them feel they cannot offer much besides paying their children's school fees.

While some parents actively participate in their children's education, others have been passive in playing this role. This qualitative research was conducted with parents of pupils in a Basic School as well as the teachers of primary classes four, five and six. Participants were purposively sampled due to their experience and knowledge in issues related to parents' participation and non-participation in their children's education. Findings revealed that parental participation stems from some parents' belief that their active participation in their children's education is part of their training. Barriers to parental participation in their children's education include the high cost of living, which keeps parents preoccupied with economic ventures, and low self-esteem due to some parents' illiteracy, which makes them feel they cannot offer much besides paying their children's school fees. The authors recommend that school authorities include parents in planning programmes in which parents are expected to participate.

Purpose: Few interventions focus on the unique developmental contexts specific to Black adolescent girls living in the United States. This article conducts a scoping review to identify interventions targeted at the well-being of Black adolescent girls. Method: The authors conducted a comprehensive search using electronic databases to identify peer-reviewed journal articles that center interventions to address the well-being of Black adolescent girls. Results: Of the 3,144 unique records identified, eight peer-reviewed articles met the criteria for inclusion. Most interventions focused on issues related to sexual health (n = 4), followed by interventions focusing on enhancing cultural values (n = 3), and obesity prevention (n = 1). Four interventions were both culturally and gender-responsive, three interventions were primarily culturally responsive, and one intervention was primarily gender-responsive with all articles focusing on Black girls' well-being. Discussion: More interventions are needed that center on the distinct and intersectional challenges and strengths that Black adolescent girls experience within society. [ABSTRACT FROM AUTHOR]