In the current study, we tried to explore how single mothers in Türkiye define and experience parental involvement in their children’s education, addressing a gap in the literature that often overlooks non-dominant family structures. Using an interpretive qualitative research design, we conducted semi-structured interviews with ten single mothers to gain in-depth insights into their lived experiences. Guided by Epstein’s parental involvement model, our thematic analysis revealed that while participants recognized most of Epstein’s six dimensions, they frequently reinterpreted these forms of involvement as personal responsibilities rather than collaborative efforts with schools. Notably, none of the participants reported involvement in school decision-making processes. Moreover, a new form of involvement entitled "Sacrifice to Fill the Void" emerged, reflecting the emotional, financial, and logistical commitments these mothers undertook to compensate for the absence of a father as the second parent. Despite significant challenges, participants demonstrated a strong commitment to their children’s education, underscoring the need to acknowledge and support diverse forms of family engagement. Our findings call for culturally sensitive and inclusive definitions of parental involvement that reflect the realities of single-mother households. We advocate for educational policies and school practices that validate the unique contributions of single mothers and create equitable opportunities for engagement, ensuring that all families, regardless of structure, can play a meaningful role in their children’s educational journeys.
Yiğit et al. (Fri,) studied this question.