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Military Deployed Parent Perceptions of Involvement in the Education of their ChildrenChapter Four: FindingsOverviewThe purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education. It begins with an examination of the experiences of the 12 participants as revealed through questionnaires, interviews, artifacts and focus groups. It then identifies the three themes that emerged through analysis of the data collected. These themes are developed with references to the participating sources, with the aim being to answer the central question and the three sub-questions of this study. The main question was: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child\'s education? The three sub-questions were:1. How do military parents describe their involvement in their children\'s education while deployed?2. How do military parents perceive the impact of their deployment on the family and particularly on their child\'s academic performance?3. What challenges do military parents who are deployed face while trying to stay involved in their children\'s education?This chapter provides a brief description of the participants and describes the findings.ParticipantsThe demographics of the participants were as follows: of the 12 participants, half were currently deployed and half were not deployed at the time data was collected. 9 of the participants were male; 3 were female. The median age of the participants was 35.75. The average number of children per adult participant was 2.5. 4 participants were Caucasian. 6 were African-American. 2 were Hispanic. In terms of education, 4 had attained only a high school diploma. 5 had attained a Bachelor’s. 3 had attained a Master’s. 8 participants came from the Army, 1 from the Navy, 1 from the Marines, and 2 from the Air Force. Ranks ranged from Corporal to Major. The sample of participants thus demonstrated suitable diversity reflective of the overall character of the military in terms of race, gender, rank, and branch. However, with the median age of participants being 35.75, the sample did skew towards older service members.For confidentiality reasons, the names of the participants have been changed to protect their identity. In the following section, a brief description of each participant, identified by pseudonym, is given based on the data collected. Following this, a description of the themes that emerge from the data is provided.Mike WilliamAt the time of this study, Mike was an Army officer, male, Caucasian, 40, married, holding the rank of LTC and having obtained an M.A. He had two children, one in high school and one in middle school. His perspective on being involved in his children’s education while deployed was that it is a challenge for logistical reasons:The biggest challenge I would say is not being able to communicate with my kids at a convenient time. Unfortunately, due to time zone difference, they\'re normally asleep when I\'m up, so in order to communicate I would have to stay up late or ask them stay up late, neither was ideal, but I think we did our best to make it work.Important to Mike in overcoming the challenge of distance was to have a strong support system in place. Thus, Mike viewed financial and social support systems as helpful for reducing tension and anxiety that might otherwise arise for his family during his deployment.On the behavior of children, Mike explained that “they seemed to be more independent and you feel like you’re not really part of that movement or process.” By viewing his children as increasingly autonomous, Mike was able to reduce his own sense of anxiety with respect to being there…

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…MilitaryDeployedParentPerceptionsofInvolvementintheEducationoftheirChildrenChapterFour:FindingsOverviewThepurposeofthisqualitativetranscendentalphenomenologicalstudywastoexploretheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild’seducation.Itbeginswithanexaminationoftheexperiencesofthe12participantsasrevealedthroughquestionnaires,interviews,artifactsandfocusgroups.Itthenidentifiesthethreethemesthatemergedthroughanalysisofthedatacollected.Thesethemesaredevelopedwithreferencestotheparticipatingsources,withtheaimbeingtoanswerthecentralquestionandthethreesub-questionsofthisstudy.Themainquestionwas:Whataretheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation?Thethreesub-questionswere:1.Howdomilitaryparentsdescribetheirinvolvementintheirchildren\'seducationwhiledeployed?2.Howdomilitaryparentsperceivetheimpactoftheirdeploymentonthefamilyandparticularlyontheirchild\'sacademicperformance?3.Whatchallengesdomilitaryparentswhoaredeployedfacewhiletryingtostayinvolvedintheirchildren\'seducation?Thischapterprovidesabriefdescriptionoftheparticipantsanddescribesthefindings.ParticipantsThedemographicsoftheparticipantswereasfollows:ofthe12participants,halfwerecurrentlydeployedandhalfwerenotdeployedatthetimedatawascollected.9oftheparticipantsweremale;3werefemale.Themedianageoftheparticipantswas35.75.Theaveragenumberofchildrenperadultparticipantwas2.5.4participantswereCaucasian.6wereAfrican-American.2wereHispanic.Intermsofeducation,4hadattainedonlyahighschooldiploma.5hadattainedaBachelor’s.3hadattainedaMaster’s.8participantscamefromtheArmy,1fromtheNavy,1fromtheMarines,and2fromtheAirForce.RanksrangedfromCorporaltoMajor.Thesampleofparticipantsthusdemonstratedsuitablediversityreflectiveoftheoverallcharacterofthemilitaryintermsofrace,gender,rank,andbranch.However,withthemedianageofparticipantsbeing35.75,thesampledidskewtowardsolderservicemembers.Forconfidentialityreasons,thenamesoftheparticipantshavebeenchangedtoprotecttheiridentity.Inthefollowingsection,abriefdescriptionofeachparticipant,identifiedbypseudonym,isgivenbasedonthedatacollected.Followingthis,adescriptionofthethemesthatemergefromthedataisprovided.MikeWilliamAtthetimeofthisstudy,MikewasanArmyofficer,male,Caucasian,40,married,holdingtherankofLTCandhavingobtainedanM.A.Hehadtwochildren,oneinhighschoolandoneinmiddleschool.Hisperspectiveonbeinginvolvedinhischildren’seducationwhiledeployedwasthatitisachallengeforlogisticalreasons:ThebiggestchallengeIwouldsayisnotbeingabletocommunicatewithmykidsataconvenienttime.Unfortunately,duetotimezonedifference,they\'renormallyasleepwhenI\'mup,soinordertocommunicateIwouldhavetostayuplateoraskthemstayuplate,neitherwasideal,butIthinkwedidourbesttomakeitwork.ImportanttoMikeinovercomingthechallengeofdistancewastohaveastrongsupportsysteminplace.Thus,Mikeviewedfinancialandsocialsupportsystemsashelpfulforreducingtensionandanxietythatmightotherwiseariseforhisfamilyduringhisdeployment.Onthebehaviorofchildren,Mikeexplainedthat“theyseemedtobemoreindependentandyoufeellikeyou’renotreallypartofthatmovementorprocess.”Byviewinghischildrenasincreasinglyautonomous,Mikewasabletoreducehisownsenseofanxietywithrespecttobeingtherefortheireducationalneedsduringdeployment.Heidentifiedmeansofcommunication,however,ascrucialforkeepingintouchandkeepingchannelsofdialogueopen:“Internet,email,Instagram,socialmedia.FaceTime.Phonecalls.Allthatstuff.Sometimestheyliketosendletterstokeepitfun.WhenI\'mhome,I\'mjustwiththemasmuchaspossible,goingtotheirschoolforthings,helpingwithmathandreading.”Mikeexplainedthatduringdeploymenthereliedonthesupportofhiswifetohelpthechildrenwithschool.Atthesametimeheadmittedthiswasnoreplacementforhimbeingawaybecausethekids\"don\'tlikethatI\'maway,andIcan\'tbetherelikeIwanttobeandtheyfeelthatIthink.It\'shardforthemandtheystruggle.\"ChristopherBarnetChristopherwasanArmyofficer,male,African-American,42,divorced,holdingtherankofSGM,withaB.A.educationlevel,andonechild.Christophernotedthatwhilehelikestobe“hands-on,”hefeelsthathecannotbethereforhischildduringdeploymentandthatdivorcehasonlymadeitharder.Christopherexplainedthathereliesagreatdealonhischild’steachersforguidanceandsupportinthechild’seducation,stating,“Ithinkteachersinmilitaryschoolstendtobealittlemoreempathictowardsstudentswithdeployedparents.”AccordingtoChristopher,thetwomainchallengesofdeploymentwerethelackoftheopportunitytohavephysicalinteractionwithhischildandthefrustrationsthatcomefromafamilythatisbrokenup.Ontheperceptionsthatparentshaveregardingdeployment,Christopherstated:Justtryingtohavethetimetositdownandbethereforthekid.Itmakesithardwhenonepersondoesn\'twanttohelp,andthenifyou\'redeployedit\'slikeyoudon\'tevenhavethatopportunity,so…Iwouldsayparentalinvolvementisexactlywhatitsounds—beinginvolved.Christopheralsonotedthatbecauseoftheunstablenatureofhomelifewhenoneparentisdeployed,thechildinadvertentlyendsuprelyingonothers,whichunderminesthefather-childbondinhiseyes.Thatbond,hefelt,onlyworsenedwithdivorce:“Everythingiskindofupsidedownafteradivorceandevenbefore…soeverythingisalwayskindoftenseanduncertain,whetherI\'mdeployedornot.Insomewaysitalmostfeelslikebeingdeployediseasier.”Overall,Christopherfeltthatdeploymentdeniedhimachancetoparticipateinhischild’seducationinaclosemanner.Hedescribedhiseffortatcommunicatingwithhischild’steachersasminimal:“Myinteractionwentfromonetotwotimesamonthtozero…becauseofthetimezonedifference,itjustwasn\'tpossible.”AccordingtoChristopher,thebestsolutionfordeployedparentswhoareconcernedabouttheirchild’seducationistoensurethattheyhavefamilysupportallthetime.JohnathonSteelyJonathonwasanArmyofficer,male,Hispanic,38,holdingtherankofISGwithaH.S.educationandtwochildren,ages6and10.Forhim,themainchallengeofdeploymentwasthelackofconstantcommunication.Althoughhehadnearlytwodecadesinthemilitary,heobservedthathelovedspendingtimewithhisfamily.However,becausehehadcompletefaithandtrustinhiswife,whoalsohadmorehighereducationthanhedid,hedidnotfeeltoooverwhelmedorconcernedbyhischildren’seducationduringdeployment.Hefeltblessedtohavehiswifethereathometosupporttheprocess.Intermsoftheeffectsonthespouseandhowhisrelationshipwithhiswifeisimpactedbydeployment,Jonathonexplainedthattheirrelationshipwasgoodnomatterwhatbecausetheyhadbeenthroughitallandknewhowtohandletheupsanddownsofdeployment.Hepointedoutthathiswifewasdedicatedtomakingsurethatthechildrenreceivedthebesteducationeveninhisabsence.Henoted,too,thatwhenaway,speakingtothechildrenviaphoneorInstantMessagingcouldencouragethembecauseitletthemknowhewasstillinvolvedintheirlives,thinkingofthem,andthatheexpectedgreatthingsfromthem.Heemphasizedtheneedforproactiveandsupportivetalkonhispartforhischildren.Overall,becauseofhistrustinasupportivewifeathome,hefeltthatdeploymentdidnothaveasignificanteffectontheacademicperformanceofhischildren.Theonlychallengeheobservedwaswhentravelingacrossdifferentlocationswhereitbecomesaproblemofmaintainingconstantcommunicationwiththechildrenandalsocheckingtheirassignments.Althoughdistantcommunicationhassomerewards,Jonathonexplainedthatphonecommunicationislessidealthanface-to-facetime.Jonathonexplainedthatthebestsolutionisjusttotrytokeepupasmuchconstantcommunicationwiththespouseandchildrenaspossible.ZacCaldwellZacwasanArmyofficer,male,Caucasian,30,married,holdingtherankofSSG,withaH.S.educationandtwochildren,one15andone12.Duringdeployment,Zacwasabletokeepconstantcommunicationwiththechildren.Overall,hefeltsatisfiedwiththerolethateveryoneplayedinhelpingintheeducationofhischildrenduringhisdeployment:“Ithinkit’sacombinationofalloftheabove.Family,educators,andmycommunityallplayedamajorroleinassistingmychildrenintheireducationwhileIwasdeployed.IdidwhatIcouldfromafar,butthesesystemssteppedinandfilledinwhereIcouldn\'t,andI\'mextremelygratefulforthat.”Zacreliedonhiswifeforinformationabouthischildren’sacademicprogressduringhisabsence.Atthesametime,healsonotedthatitwasnoteasyforhertohandleparentingresponsibilitiesonherown,andshedidfeelpressurewhenitcametooverseeingthechildren’sprogressinschool.Forthatreason,Zacstatedhewasgratefulthattheteachersandpeopleinthecommunityweretheretohelpgiveapositiveexampletothechildren.Heindicatedthathavingasupportsystemofteachers,communityandfamilyisreallyimportantinmakingsurethatnogapsopenupthatcancausekidstomovebackwards.Healsoknew,however,thathiskidsunderstandthechallenges.Theyknowthatdeploymentmakesithardforeveryonetocope,andthattheytoohavetoincreasetheirfocusontheireducation.Themainadvantagewasthepresenceoftheirmotherandconstantcommunicationthathelpedinaddressingdailychallenges.Butoverall,Zacexplainedthatthemajorchallengesduringtheentiredeploymentperiodcamemostlyinthepre-deploymentperiodwhenthereisalotofanxietyaboutwhatistocome—butonceitarrives,everyonefindsawaytobalancethingsout.ChristopherBrownBrownwasanArmyofficer,male,Caucasian,36,married,holdingtherankofMajor,withanM.A.andthreechildren.WithBrown,faithinGodwasthemostimportantelementwhenitcametocopingwithdeploymentandmakingsurehischildrenwerestillfocusedoneducation.Heexplainedthattheprocessofdeploymenthasbothgoodandbadaspectstoit,butthefamilyandchurchareinstrumentalinkeepingeveryonealigned.Forhim,communicationisthemainchallengeduringdeployment:NotbeingabletocommunicateasoftenandasmuchasIwouldlikewasdefinitelyachallenge,notjustformebutforthemaswell.Ourfamilyisprettytightknit,mywifeandIhavealwaysencouragedourkidstocommunicatewithusaboutanyandeverything.Whiledeployed,Iwasn\'tabletoprovidemykidsthatopportunity.Nothavingaccesstophysicalcommunicationwasachallenge,buttherewerewaystocompensate:accordingtoBrown,parentalinvolvementinchildren’seducationdoesnotmeanhavingtobethereatalltimes.AparentcanprayforhischildrenandmakesureGodisbeingaskedforhelp.BrownnotedthatheleaveseverythingtoGod,andthismakesiteasyforhimtoaddressmultiplechallenges.Thus,whetherdeployedornot,hehastaughthischildrentoaccepteverychallengebyturningtoGodforsupport.Forthatreason,henotedthatevenduringhisdeployment,thechildrenhavelearnedtostepupandbecomemoreresponsibleandhavealwaysdonewhatisexpectedofthem.Duringdeployment,Brownturneddistanceintoalearningopportunityforhimandhischildren,toseehowtheycouldalladjusttoanewchallenge.OnewaytheyadjustedwasthatBrownwentthroughhiswifetoreachouttoteachers,unlikeothertimeswhenhecouldeasilyengagethemdirectlywhennotdeployed.ThecentralpointBrownmadewasthathealwayssoughttoensurethatthefaithsupportsystemwasstrongenoughtoguaranteeeveryonedidhisdutybythechildren.BillyMathewsBillywasanArmyofficer,male,African-American,44,holdingtherankofSGMwithaB.A.andthreechildren.Billyhadnocomplaintsaboutdeployment,seeingitispartofthejob;hedidnotbelieveoneshouldviewitasanexcusetonotbeengagedintheeducationofone’schildren.Atthesametime,henotedthathehadalargefamilythathecouldrelyuponforsupport:“Ihaveaprettybigfamily,andforthemostpart,wewereinaprettygoodfinancialstate,sothosetwofactorsdefinitelyplayedamajorrole.IwouldsaythatthestrongbondIsharewithmywifeandkidsreallymadethingsgosmoothly.”Themainchallenge,Billynoted,wasthatmorewasexpectedofhiswifewhilehewasaway:shehadtoserveasbothmotherandfatherforthechildren,i.e.,actasnurturerandasdisciplinarian(arolehetypicallyfilledwhenathome).ForBilly,parentalinvolvementinhischildren’seducationinvolvedestablishingrules,attainingconsistency,andprovidingoversightsoastoholdthekidsaccountable.PersonalaccountabilitywasthenumberonelessonBillyaimedtoteachhischildrensothattheywouldknowtomanagetheirownaffairsatschoolwithouthavingtobeproddedbyaparent.Duringdeployment,Billyexplainedthatthemethodofparentalinvolvementinachild’seducationchanges.Discipliningthembecomeschallenging,anditonlymeansthattheyhavetodisciplinethemselvesandequallyletthemothertakeuptheresponsibility.Fortunately,Billy\'sspousehasalltheskillstohandlenumeroussituationsrelatingtochildrenandonlyasksformyinputifreallyinneedofit.Challengessetinduetocommunicationdifficultiesduetothenetwork,andwhendeployedinregionsthathaveextremelydifferenttimezones,communicationisaffected.Thedeploymentalsoaffectsthefrequencyofinteractingwitheducators.AccordingtoBilly,itisvitalforparentstobeflexibleandbereadyforthegrowingdynamics.BillSchneiderBillwasanArmyofficer,male,African-American,34,married,holdingtherankof1LTwithaB.S.andthreechildren.Billexplainedthatduringdeployment,hedidworryabouthischildren’seducation.Hefeltstretchedandtryingtocommunicateacrosstimezonesmeantsacrificingmoretimetoremainawaketomatchthetimezoneofthechildren.Tobeconsiderateofthechildren’sneeds,Billonlymadenightcallsduringweekendswhenhischildrenwerenotexpectedtoriseforschooltonextday.ForBill,parentalinvolvementinhischildren’seducationdidnotjustfocusonacademicdevelopmentbutalsoonmoraldevelopment.Hevieweditashisdutytoprovidefortheirmoralupbringing,togivethememotionalsupportandfinancialsupport.However,deploymentlimitedtheconnectivitythathehadwiththemandwiththeirteachers:ThebiggestdifferencesofarisnotbeingabletocheckinwithteachersasmuchasIwouldlike.Mostschoolsarenowvirtualbecauseofthepandemic,sothatdoeshelp,becauseIcouldaccessmykid\'sprogressonline,butifIhaveanyquestions,I\'mnotalwaysabletocontacttheteachersforaquickresponsebecauseofthetimezonedifference.Tocompensate,BillwoulduseWhatsAppandothersocialmediaplatformstoenhanceinteractions.Byconnectinginthisway,hestatedhecouldreducethefeelingofdistanceandpreventdepressionfromsettinginforhimorhiswifeandchildren.Stayingintouchwasseenbyhimasveryimportantforeveryone,especiallywhenitcametothechildren’seducation.BillhasthustriedtouseFaceTimetoreadtohisdaughteratnight,whichhelpshertodevelopcomprehensionskillsanditalsohelpshimtomaintainanimportantbondwithher.TheonlyotherpointBillemphasizedwasthatadeployedparentmustmaintainrealisticexpectationsforhischildren’seducation.ChrisMurphyChriswasaNavyofficer,male,African-American,34,married,holdingtherankofCPTwithaB.S.andfivechildren.Chrisfeltuncertainabouttheeffectsofdeploymentonhischildren’seducation,especiallyduringthetimeofthepandemic.Hepointedoutthatmostofthesupportwouldcomefromhiswife,andshewouldplaytheroleofkeepingthefamilytogether.Forhimcommunicationwasthemainbarrier:NotbeingabletocommunicateasoftenandasmuchasIwouldlikewasdefinitelyachallenge,notjustformebutforthemaswell.Ourfamilyisprettytightknit,mywifeandIhavealwaysencouragedourkidstocommunicatewithusaboutanyandeverything.Whiledeployed,Iwasn\'tabletoprovidemykidsthatopportunity.Additionally,Chrisnotedthathemissedoutonthebasicsofparentalinvolvement,suchas“pickingthemupfromschool,supportingtheirextracurricularactivities,andhelpingthemwiththeirschoolassignments.”Whiledeployed,hefoundthathehadtosupportthemindifferentways,mainlybyusingSkypeandInstantMessagingtoconnecttothemandcheckinwiththemontheirschoolwork.Henotedthathewouldtakealittlebitoftimewithhischildrentoreviewtheirhomeworkwiththemtomakesuretheyarestayingengaged.Chrisstatedthatdeploymentcausesinconveniences,especiallywhenone’scommunicationnetworkfails,makingitdifficulttoconnectwithhisfamily.Heoftenhadthefeelingthatwithoutdeployment,hecouldoffermoretothechildren.However,forhim,maintaininganopendialoguewithhischildrenandknowingthathiswifewastheretohelpgavehimthesensethatthechildrenweregoingtofulfilltheiracademicobligations.Themostimportantaspectofsupportwassimplyshowingthatwillingnesstomaintainanopenlineofcommunicationwiththechildren.JaniceIdrisJanicewasanAirForceofficer,female,African-American,32,married,holdingtherankofSSGwithanMBAandthreechildren.Comingherselffromamilitaryfamily,shehadagreatdealofunderstandingofwhatitislikeforachildtohaveaparentwhoisdeployed.Forthatreason,shedidnottrytodotoomuchonherown:instead,sherelieduponherhusbandandrelatives,whoplayedacrucialroleinsupportingherchildren’seducation.ThebiggestchallengeforJanicewastomaintaincommunicationbecauseitrequiredhertoalignherschedulewiththatofthechildren.Thiswasimportanttoherbecauseinherviewparentalinvolvementincludesbeingpresentforthechildrenatalltimes.Thoughphysicalpresencewasnotpossibleduringdeployment,sherecognizedthatchildrenstillneedemotional,financial,andspiritualsupport.Thus,shefocusedonensuringthattheseneedsweremetevenintimesofphysicalseparation.Janiceexplainedthatitwasdifficulttomonitortheeducationofthechildrenwhendeployedbutthatherhusbandandin-lawsweretheretopickuptheslack.Shecouldtrustthemtodosobecauseshefoundthat,whenreturningfromdeployment,herchildrenhadadjustedandprogressedwellwithschoolworkinherabsence.Shenotedthatthedeploymenthadapositiveeffectonherchildrenbecauseitmadethemworkevenhardertomaketheirmotherproud.ForJanice,thedeploymentstagewasthemostchallengingbecauseofthelackofphysicalinteractionswiththechildren.Sheviewedthepost-deploymentstagetobechallengingtoo,becauseoftheprocessofintegratingherselfintothenewroutineofthingsthatwascreatedduringherabsence.Sheadvisedmilitaryparentstobeproactiveandtopreparechildrenforwhatthingswillbelikeduringdeploymentinordertoreduceanxiety.TammyAlvarezTammywasanArmyofficer,female,Hispanic,singlemother,43,holdingtherankofCW2withaB.S.andfourchildren.ForTammy,beingasinglemothermadedeploymentdifficultbecauseshehadtogooutsidethenormalsupportsystemforhelp.Tammywasdeployedduringthetimeofthisstudyandstated:Thekidsarecurrentlystayingwithmymother,shehasbeenahugehelpandsupportsystemforusovertheyears.NotsurehowIwouldbeabletodowhatIdowithoutherhelp.I\'mextremelygreatlyforher.Ialsohireatutortohelpoutaswell,beingthatmymotherisn\'talwaysabletounderstandtheirschoolassignments.ForTammy,themajorobstacletoherinvolvementinherchildren’seducationwasdistanceandthebarriersitputuptocommunication.Inherview,shewouldliketobemoreactivelyinvolvedinherchildren’seducation,butdeploymentmakesthisimpossible.Intermsoftheeffectsofdeploymentonthebehaviorofchildren,thechildrendemonstratedmixedreactions,andsometimesTammyfeltthatthechildrenwerenotdoingtheirbestbecauseofherabsence.Shehadalimitedwayofcommunicatingwithchildrenandreliedontheinputsofhermotherandotherrelatives.Withoutafullsupportsysteminplace,Tammyhadnochoicebuttotakethechildrenoutsideoftheirnormalapproachtolifeandschool.Thisdisruptionwasonethatpreventedthemfromfocusingonschoolthewayshewouldpreferthemtobefocusing.However,asasinglemothershesawnohelpforit.Shewasmainlygratefulthathermotherwastheretohelpasmuchasshedid.ThomasAllenThomaswasaMarineofficer,male,Caucasian,married,26,holdingtherankofCPLwithaH.S.degreeandonechild.AccordingtoThomas,beingdeployedasayoungparentscaredhim:heworriedthathischild’seducationwouldbesignificantlyaffected.ForThomas,theonlysupportinhisabsencecamefromhisnewlyweddedwifeandrelatives,especiallyinrelationtotheirstudies.Thismadeitdifficultforhimtoknowwhattodo,ashelackedexperienceinhelpinghischildwitheducationwhilebeingdeployed.Deployedatthetimeofthisstudy,henoted:ThemajorchallengeisthatIfinditdifficulttoengagewithteachersandeducatorsasIwouldloveto.ItisbadformebecauseIamstillnewinparentingandnow,thepandemichashittheworld.Mostschoolsarenowvirtualbecauseofthepandemic,sothatdoeshelp,becauseIcouldaccessmykid\'sprogressonline,butifIhaveanyquestions,I\'mnotalwaysabletocontacttheteachersforaquickresponsebecauseofthetimezonedifference.However,Allenalsoexplainedthathewantedtotrustthattheprocesswouldgoonasbestaspossible.Hedidnotwanttobenegativeaboutanyofitbecausethatmightmakeitharderforhisfamilyathome.Hebelievedthatsolongaseveryonewasacceptingofthesituation,itwouldworkoutintheend.Hestated:“Ijustwishwehadmoreunderstandingofhowtodothis—butwearebothnewtothis,sowearekindoflearningonthego.”Havingthehelpandunderstandingofteachersfromhispointofviewwasverycrucial:withouttheirhelp,hedidnotthinkitwouldgowellforhischildintermsofmakingacademicprogress.Forthat,hewasgrateful.TerryStewartTerrywasanAirForceofficer,female,married,African-American,30,holdingtherankofTSgtwithaH.S.degreeandtwochildren.Atthetimeofthisstudy,Terrywasanticipatingdeployment.Hermainconcernswerethatshewouldneedtorelyonsupportfromherhusbandandrelativestohelpmakecertainthechildrenwerestayingfocusedonschoolwork.Shealsoanticipatedthecommunicationanddistancebarriersasbeingaproblembutshehopedthatshecouldmaintainanopenlineofcommunicationwithherchildrenviasocialmedia.Oneofthemainreasonsshewashopeful,too,wasthatshehadtaughtthechildrentobeself-motivatedandsheknewthattheycouldbetrustedtostaythecourse.However,withoneparentawayforasustainedperiodoftime,anythingcanhappen—thatwasherfear.Withchangesinschoolingduetopandemicconstraints,Terrypointedoutthat“giventhesenewchanges,Iwouldsaymyinteractionwithteachershasbeenalteredbutmoresobecauseofthepandemicandnotnecessarilybecauseofdeployment.”Shenotedthatshetrustedthesystemandtheprocess,andstatedthatinherabsencetheschool,herhusband,thechildrenthemselves,andrelativesinthecommunitywouldallhavetobeaccommodating.Shedidnotlikethatshehadtoputthisonthem,butasamilitaryservicewoman,itwasoutofherhands,andsheknewthatonereasonshecoulddoherjobeffectivelywithoutworryingtoomuchaboutherchildren’seducationwasthatthesupportfromtheschoolandfromhomeandfromthecommunitywassufficienttoensurethathelpwouldcomeasneeded.RESULTSThedatadescribedabovewerecollectedthroughquestionnaires,semi-structuredinterviews,artifactanalysis,andfocusgroups.AnalysisofthedataItledtothegenerationofthreethemesthatcouldconsistentlyexplaintheexperiencesofdeployedparentswithrespecttotheirchildren’seducation:jobsatisfaction,theimportanceofcommunicationwithone’sfamily/socialsupportsystem,andtheneedfortrustworthyteacher/schoolsupport.sthatareanalyzedunder:Interactivityinthemilitaryenvironment,educationsupport,andpersonalandorganizationalresolutions.Eachofthesemajorthemesgivessomealsocontainedsubthemesessentialindevelopingunderstandingthedissertationandphenomenologicalquestionsthataidinansweringboththecentralandsub-questionstheexperiencesoftheparticipants.ThemeDevelopmentCommentbyBennett,EderMAJUSARMYUSSOCOMSOCOM(USA):Fromhereonthroughouttheremainderofthepaper,pleasemakenecessaryadjustmentsasitrelatestogrammar,spellingstructure,sentence/paragraphtransitionandcontext.Also,Iagreewiththethreethemeslisted,however,pleaseuseanothersynonymfortheme1and3…InteractivityinthemilitaryenvironmentandPersonalandorganizationalresolutionsseemsalittleconfusingPleasetrackallchangesmade.ThemeswereestablishedbyapplyingMoustakas\'(1994)transcendentalphenomenologicalmethodandcodedusingNVivosoftwarenodes.Priortocoding,thegivendatawasanalyzedtocreateappropriatecodesthatwouldcapturequestionnaires,semi-structuredinterviews,artifactanalysis,andfocusgroups.AsIcollectedthedata,Ichosetocategorizethembythemesandproceedtocodethem.Iwaskeentolistthedatainwaysthatwouldnotcreateanyformofbiasforall12participants.Onewaytoreducetheriskofbiasistousethebracketingtechniquebystatingupfronttheresearcher\'sexpectationsandthenacceptingthedatathatisproducedbytheresearch(Smith&McSweeney,2017,p.292).Todoso,Ireflectedontheprimarysub-questionsthatformedpartofthisresearch.Throughthosequestions,Idevelopedmeaningfulstatementsthatwouldlaterleadtoapatternguidedbysharedattributes.Commonpatternssharedsimilarcodesandwerereducedtofitintothefourthemesstatedabove.Allthetranscriptionsfromthe12participantsweresubjectedtorepetitiveanalysis.Themainthemesandsubthemeswithassociatedcodingaretabulatedbelow.ThemeThemeCodesSubthemeTotalSubthemecodesInteractivityinthemilitaryenvironmentJobsatisfaction36DependencySharedExperiences27Educationsupport48N/AN/APersonalandorganizationalresolutionsCommunicationwithone’sfamily/socialsupportsystem12N/AN/AImportantnote:Theaspectofdeploymenttakesthreestages(Pre-deployment,DeploymentandPost-deployment).Inthisregard,theuseofNVivointhegenerationofcodesutilizedthreenodesornodesthatobeyedthemultiplicityof3.InteractivityintheMilitaryEnvironmentJobSatisfaction.Inthedatacollectionphase,itwasevidentthattheparticipantsweresatisfiedwiththenatureoftheirmilitaryjobs.Alltheparticipantsindicatedthatthenatureoftheirworkwasnotaschallenging,butbutthatdifficultiesaroiseonlywhendeploymenttakestookplace.However,whendeploymentoccurred,theparentslookedforwaystoaddressissues.Thisbecamedifficultonlywhensupportsystemswerenotinplace.Thoseparticipantswhoweredivorcedorsingleparentsexpressedthemostanxietyaboutdeployment.Thosewithsupportsystemsexpressedlessanxietyandmaintainedanoverallpositiveviewoftheirwork.Besides,eveninthecomplexenvironmentsduringthedeploymentstage,theparticipantsalwayslookedforalternativemethodstosealthegapcreatedthroughseparation.Thefollowingresponsesillustratethesomeoftheirperspectivesdiscussedresults.:ChristopherBrown:Ireallyenjoymyexperiencesinthemilitarythusfar,Idon\'tthinkthere\'sanyothercareerfieldwiththesameamountofopportunitiesasthemilitary.Iinitiallyjoinedforthebenefits,butIcontinuetoservebecauseofpeopleandtheorganization.BillyMathews:Forme,it\'slikeanyotherjob,youcancomplainaboutit,orembraceit.Sofar,I\'veembraceit,andthatseemstoworkfairlywell.ChrisMurphy:Overall,myexperienceinthemilitarythusfarhasbeengood,butsometimeschallenging,especiallyinmomentslikethis,whenI\'mdeployedandawayfrommyfamily.JaniceIdris:Sofarit\'sbeengood.IenjoywhatIdoandthebenefitsaregreat,especiallythemedical.Theonlydownfallishavingtobeawayfromchildrenforanextendedperiodoftime.Itisthroughthehighlevelofsatisfactionthatmanyparticipantscontinuetopursuetheircareersbyfurtheringtheireducationinordertoholdhigherranks.Byfurtheringtheirowneducationtheyfeltbettersituatedtotendtotheneedsoftheirchildreneveniftheydidnothaveaclearplaninmind.ZacCaldwell:I\'maStaffSergeantintheArmyandI\'mlookingforwardtobeingpromotedsoon.Mygoalistogobacktoschoolinordertocontinuemyeducation,notsureforwhatyet.I\'mmarriedandIhavetwoamazingchildren,whoIwoulddoanythingfor.DespiteZac’slackofcertaintyabouthisowneducationalplans,hemadeaclearassociationbetweengettingbacktoschoolandhisownchildren’shappiness.LikeZac,theoverwhelmingmajorityofTtheparticipantsdidonotgiveanynegativeinformationabouttheirmilitaryenvironmentintermsofhowitistheywerestructuredwhichimpliesthattherelationshipispositive.TheinteractionsthatexistamongthemilitaryofficersisalsofavorableNegativeviewsofthemilitarywerethusnotanapparentandcannotbethereasonforwhychildren\'seducationismightbenegativelyaffected.ParticipantsinsteadobservedthatSseparationfromfamiliesiswasitselfthemainchallengethatleadstoreducedparticipationonmilitaryparentsintheeducationlifeoftheirchildren.BillyMathews,forinstance,maintainedsaysthathelovesthesSoldiersthatheinteractswithduringdifferentmissionsandthattheywhohavebecomemoreofalikefamilytohim.Hispositiveregardforhisworkgavehimanupbeatviewofthechallengesthatresultedfromparentingandguidinghischildrenthroughschoolfromadistance.ChristopherBarnetontheotherhandwasdealingwithdivorceandfeltthathisrelationshipathomeimpactedeverythingelsearoundhiminanegativeway..Hefeltgenerallyunhappynomatterwhatthesituationorenvironmentwas.Inthisrespect,Barnet’ssituationstandsoutasanoutlieramongtherestoftheparticipantsandsuggeststhatfamilybondmaybethemostsignificantfactor.Withintheisthemeofinteractivityjobsatisfaction,therearemultiplesubthemesthatworktowardrespondingtothesub-questionshelptoanswertheresearchquestions.Forinstance,Oonsub-question3onthechallengesthatmilitaryparentsfacewhentryingtoremainactiveintheeducationlifeoftheirchildren,thesub-themeofdependencyintheinteractivitybecameisevident.Itwaisclearthatmilitaryparentsmostlyaddressedthechallengebyusingrelyingupontheirspousesonrcloserelatives.Itwasalsoclearthatisforthisreasonthatmilitaryparentswhowearesingleordivorcedappliedydifferenttechniquestoensurethattheirinteractionwiththeirchildrenremainedspositive—evenifthiswaseasiersaidthandone.Thefollowingresponsesfromparticipantssupportthesementionedobservations.BillyMathews:Ihaveaprettybigfamily,andforthemostpart,wewereinaprettygoodfinancialstate,sothosetwofactorsdefinitelyplayedamajorrole.IwouldsaythatthestrongbondIsharewithmywifeandkidsreallymadethingsgosmoothly.BillSchneider:Mywifeandrelativeshavebeenverysupportiveinraisingandhelpingthechildrenwiththeirstudies.TammyAlvarez:Thekidsarecurrentlystayingwithmymother,shehasbeenahugehelpandsupportsystemforusovertheyears.NotsurehowIwouldbeabletodowhatIdowithoutherhelp.I\'mextremelygreatlyforher.Ialsohireatutortohelpoutaswell,beingthatmymotherisn\'talwaysabletounderstandtheirschoolassignments.ChristopherBarnet:Iamdivorced.Justhadsomehardtimesbeingdeployedandkeepingthefamilytogether.Weweren\'tonthesamepage.MilitaryparentsalsohavesharedexperiencesintermsofIhowtheyproceededinestablishinginvolvementintheirchildren\'seducation.Theyadoptedtechnologicalmethodsthataidedinsealingthegapcreatedbyalackofphysicalpresenceanddistance(oftenturningtosocialmedia).Theyaspiredtodeliveraffectionandsupportinthesameamountastheydidowhennotdeployedatleastuptoasatisfactorylevelregardlessofhowthataffectionandsupportedwaschanneled.Thefollowingparticipantsandtheirresponsesshowahighdegreeofcorrelationintermsofsharedexperience:.ParticipantsQuotesaboutSharedExperienceswhenEstablishingCommunicationBillSchneider:I\'musuallyprettyactiveandengagedwithmykids\'educationwhilenotdeployed.Unfortunately,duetothedistancebetweenus,thingshavechangedslightly.SomemethodsI\'velearnsofariscommunicatingthroughFaceTime,WhatsAppandothersocialmedianetworks.BillyMathews:Ican\'tthinkofaspecifictime,butgenerally,communication,networkissuesandtimezonedifferencesmadeithardtocommunicate.ChrisMurphy:Therewasatimerecentlywhennetworkconnectionsweredownandwecouldhardlycommunicatewithourfamiliesbackhome.Johnathonsteely:ItriedtocommunicateasmuchaspossiblethroughphoneandFaceTime.Butthatwasn\'talwaysenough,soattimesIwouldalsosendemailsormaillettershome.ChristopherBarnet:I\'maveryhands-onperson,sonotbeingabletophysicallybetheretodemonstratecertainthingsisveryfrustrating.TherearecertainthingsIwasableteachorinstructoverthephoneorthroughface-time,butitwasn\'tthesameasbeingthereinperson,sothatwasdefinitelyachallengeforme.ChristopherBrown:WhenI\'mnotdeployed,Iamtalkingtothemabouteverything,andwhenIamdeployedIamcommunicatingtothemwithemailsandlettersbecausethatcontacthastobemaintained.ItisimportanttohighlightthattheThecorrelationderivedfromtheparticipantsobeyswasconsistenttheEpocheapproach,i.e.,themethodbywhich.Thatisthephenomenologicalreductionplusimaginativevariationresultsinthederivationoftheessence.EducationSupport.:Onthistheme,militaryparentsusedalltheavailablemethodstoensurethattheytakecouldtakepartintheeducationoftheirchildren.DespiteInspiteoftheirdeployment,someparentsreceivereviewedassignmentsfromwiththeirchildrenandhelpedincorrectingthem.Further,theykeepSomemaintainedconstantcommunicationwitheducatorstoensurethattheirchildrenweredemonstratingtheappropriateyhavethecorrecteducationprogresscurvefortheirchildren.Thiswasveryconspicuousin5oftheparticipantsassupportedinthefollowingquotes.JaniceIdris:Theexperiencewasreassuring,Igottheimpressionthattheywerestayingontopoftheirschoolwork.Plus,I\'veemailedtheirteachersacoupleoftimeandtheirfeedbackwerewaspositive.ChristopherBarnet:IfeltIcouldhavedonemorewhenitcametocommunicatingwithteachers.Inretrospect,Iprobablyshouldhaveemailedthemmoreoften,butatthetimeitjustdidn\'tseemverypersonal…Iwouldprobablysaymyinteractionwentfromonetotwotimesamonthtozero.Itriedacoupletimestotouchbasiswithafewoftheirteachers,butbecauseofthetimezonedifferent,itjustwasn\'tpossible.ChrisMurphy:ThebiggestwayIparticipateintheireducationisthroughSkype,instantmessages,orsometimeswhennotabletosynchronizeourtimes,Iaskthemtoemailmetheirassignmentstoreviewitforerrors.Whennotdeployed,thiswouldbedoneinperson.TammyAlvarez:Thekidsarecurrentlystayingwithmymother;,shehasbeenahugehelpandsupportsystemforusovertheyears.NotsurehowIwouldbeabletodowhatIdowithoutherhelp.I\'mextremelygreatlyforher.Ialsohireatutortohelpoutaswell,beingthatmymotherisn\'talwaysabletounderstandtheirschoolassignments.MikeWilliam:ThebiggestchallengeIwouldsayisnotbeingabletocommunicatewithmykidsataconvenienttime.Unfortunately,duetotimezonedifference,they\'renormallyasleepwhenI\'mup,soinordertocommunicateIwouldhavetostayuplateoraskthemstayuplate,neitherwasideal,butIthinkwedidourbesttomakeitwork.PersonalandOrganizationalResolutionsCommunicationwithOne’sFamily/SocialSupportSystem.:Thisthemeincorporatedsattributesthatwerediscoveredduringthedatacollectionmethod.Interestingly,revealedhowparticipantsusedifferentwaystogetstayinvolvedintheirchildren\'seducation.Forexample,thequestionofthemostchallengingstageduringdeploymentresultedinvariousanswersdespitethefactthatthesemilitaryparentsoperatedanearlysimilarenvironment.Theonlyexplanationforsuchdiversityisthenotionofpersonalresolutionsandhowdifferentparentspreparetoaddresspossiblechallenges.Thefollowingquotesfrom3participantsverifythisconclusion.BillSchneider:Allthreestagesareprettyhard,butIthinkdeploymentisdefinitelythemostchallengingbecauseIdon\'tgettobearoundthemasmuchasIwouldlike.ChrisMurphy:Pre-deploymentisdefinitelythehardestbecauseofalltheanxietyandstressofhavingtomentallypreparetobeawayfromthefamily.Thiscreatesalotofstressonthefamilyaswell,particularlymyyoungerkids.JaniceIdris:Iwouldsaydeploymentphase,becauseyou\'renotabletophysicallybethereforyourchildren.IwouldalsoimaginethatthepostdeploymentphasewillbeaschallengingbecauseIwillhavetointegratemyselfintoaroutinethatwascreatedinmyabsence.Asimilarassessmentonhowmilitaryparentsengagedtheirspousesalsoillustratedthediversityinpreparingspouseshowparentsapproachedfamily/socialsupportsystems.Itisclearthatsomeoftheparentshavehadmoreinteractionswiththeirspousesconcerningtheirchildren\'seducationthanothers.Thestatementsfrom4participantsbelowsupportthisinterpretationofthedata.ementionedoutcome.BillyMathews:Thebigchallengeformewasnotbeingabletosupportmyspouseasshetackledallthehouseholdresponsibility.ItwasprettytoughbecauseIhateknowingshehadtoplaybothroles(motherandfather),andalthoughIwantedtohelp,therewasonlysomuchIcouldhavedonefromafar.ChristopherBarnet:Whiledeployed,IhadtorelymoreonmyspouseandotherfamilymemberstocoverdownonthingsIwouldnormallydo.ZacCaldwell:Ithinkit\'shardformyspousebutitalltakestimetofigureout.Itriednottoputalotofpressureonher,IjusttoldhertodothebestshecouldandletmeknowhowIcouldhelp.BillSchneider:Myfirstdeploymentwasprettyhardonmywife;,ittooksometimeforhertogetadjustedtomenotbeingtheretohelpoutwiththekidsandtheireducation.But,mycurrentdeploymenthasn\'tbeentoobad,Ithinkshewasdefinitelybetterpreparedandknewwhattoexpect,intermsofhavingtotakeonmoreresponsibilityinmyabsence.Wealsoestablishedanetworkoffamilyandfriendsthatarewillingtohelpoutifshegetsoverwhelm.ResearchQuestionResponsesAnalysisofthethemesandsubthemeshelpedrespondtotheprimaryquestionoftheresearchandthesub-questions.Thecentralquestionwas:Inanswertothecentralresearchquestion—Whataretheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation?—participants’datarevealedthatParticipantsexplainedthattheyperceivethejourneyintheirinvolvementinintheirchildren\'seducationaschallengingbecauseofdeployment.Theyplayotherrolesjustlikeageneralparent,buttheyareoftenseparated,andtheyhavetolookforalternativemethodsthatwouldhelpinstrengtheningthelevelofinteractions.However,theexactresponseanddescriptionsderivedfromthephenomenologicalstudiescanonlybepresentedbyrespondingtothesub-questions.Sub-question1:Howdomilitaryparentsdescribetheirinvolvementintheirchildren\'seducationwhiledeployed?Theinvolvementtakestookamixeddirectionbasedontheparticipant,butcorrelationiswascommonisamongmost8participantswhoexplainedthatthejourneyiswassometimeschallengingandthattheyfeeltasiftheyarewerenotgivingthebesttothechildren:,asquotedbelow.JaniceIdris:Iwouldsaydeploymentphase,becauseyou\'renotabletophysicallybethereforyourchildren.IwouldalsoimaginethatthepostdeploymentphasewillbeaschallengingbecauseIwillhavetointegratemyselfintoaroutinethatwascreatedinmyabsence.ChristopherBarnet:Justtryingtohavethetimetositdownandbethereforthekid.Itmakesithardwhenonepersondoesn\'twanttohelp,andthenifyou\'redeployedit\'slikeyoudon\'tevenhavethatopportunity,so…Iwouldsayparentalinvolvementisexactlywhatitsounds—beinginvolved.ChrisMurphy:Overall,myexperienceinthemilitarythusfarhasbeengood,butsometimeschallenging,especiallyinmomentslikethis,whenI\'mdeployedandawayfrommyfamily.TammyAlvarez:Myexperienceshavebeenmixed.Igenerallyenjoythemilitary,butasasingleparent,itcouldbequitechallenging.Luckily,mychildrenarealittleoldernow,andalittlemoreself-sufficient.BillSchneider:Allthreestagesareprettyhard,butIthinkdeploymentisdefinitelythemostchallengingbecauseIdon\'tgettobearoundthemasmuchasIwouldlike…Ifeltmykids\'educationwoulddeclineduetomyabsence.ZacCaldwell:TheyseemhappywhenI\'mhome.We\'reallhappytobebacktogetherobviously.Beingapartishard.MikeWilliam:It\'sachallenge.Theydon\'tlikethatI\'maway,andIcan\'tbetherelikeIwanttobeandtheyfeelthatIthink.It\'shardforthemandtheystruggle.Johnathonsteely:Occasionallywehadtotraveltodifferentlocationsacrossthebattlespace.Soduringthosetimesitwasparticularlyhardtoconsistentlycommunicatewiththekids,muchlesscheckinginwiththeirassignments.Althoughsomeoftheparticipantshadthechallengingeffectssignificantlyreduced,thesimplicityassistancewasbroughtbyrelativesandspouses\'involvementintheirchildren\'seducation.Withoutthisassistance,thechallengeslikelywouldnothavebeenovercometotheextentthattheywere.UsingthesynthesisapproachandborrowingfromMoustakas’methods,itisviabletoconcludethatwithoutsupportfromfamily,militaryparentinvolvementiswouldbeandisanextremelydauntingtask(Moustakas,1994;RuleandJohn,2015).Sub-question2:Howdomilitaryparentsperceivetheimpactoftheirdeploymentonthefamilyandparticularlyontheirchild\'sacademicperformance?Manymilitaryparentsappreciatedthatdeploymenthascanhavedetrimentaleffectsontheirchildren\'seducation,especiallywhennosupportisgiventofamilies.Iftheparentfailstomakepriorpreparation,childrenarelikelytofacepsychologicalproblemsthatcanleadtopoorgrades—andparticipantsgenerallyseemedawareofthis..Theadvicegivenbytheparticipantsonhowmilitaryparentsshouldaddressthechallengesgivesaprovidesaclearillustrationoftheirperceptionsasshowninthefollowingquotes.JohnathonSsteely:Communicatewithyourspouseandchildrenasoftenaspossible.Noexceptions.ChristopherBarnet:Makesureyouhaveafamilysupportsystemthatsupportsyouandisonthesamepage.ZacCaldwell:LearnhowtobalancebothworkandfamilyobligationpriortobeingdeployedChristopherBrown:Trytofindconsistencies,developascheduleforphonecallsandvideochat.BillyMathews:Beflexible,expectthingstochangeoften,butkeepeveryoneinformaschangesoccur.BillSchneider:Iwouldadvisethemtotalktotheirkidsaboutpotentialchallengesofdeploymentpriortodeploying.Also,setrealisticexpectationsonwhenandhowoftenyou\'llbeabletocommunicate.ChrisMurphy:Iwouldadvisethemtocommunicateasmuchaspossible,especiallypriorandduringthedeployment.Also,continuetoshowinterestinchildren\'seducation,eventhoughtheymaynotbeabletohelp.JaniceIdris:Iwouldadviseparentstobeproactiveinfiguringoutwaysonhowtostayinvolvedwiththeirchildrenpriortobeingdeployed.Havingeaplangivespredictabilityandreducessomeoftheinitialanxietypriortoleaving.TammyAlvarez:Beinvolvedasmuchasyoucan,setrealisticexpectationsandbesafewhiledeployed.Sub-question3:Whatchallengesdomilitaryparentswhoaredeployedfacewhiletryingtostayinvolvedintheirchildren\'seducation?Oneofthemajorchallengesthatallthe12participantshavesharedwaiscommunication.Militaryparentswearedeployedindifferentregions,acrossmanytimezones,andthisaffectedscommunication.Theyalsofailedtooffersomeformsofsupportthatweareavailablewhennotdeployed,suchasphysicalcontactandface-to-faceengagement..Thewordsofthefollowingparticipantbestillustratethenatureofthisdifficultythatallparticipantsrecognized:ChristopherBarnet:I\'maveryhands-onperson,sonotbeingabletophysicallybetheretodemonstratecertainthingsisveryfrustrating.TherearecertainthingsIwasableteachorinstructoverthephoneorthroughface-time,butitwasn\'tthesameasbeingthereinperson,sothatwasachallengeforme.SummaryThechaptergaveprovidedbriefbiographicaldescriptionsoftheparticipantsandthefindingsobtainedthroughanalysisofthecollecteddata.Itgavedescribedtheroleofmilitaryparentsintheirchildren\'seducationthroughresultsascategorizedbythenatureofthethreemajorthemes:interactivityofmilitaryparentswiththeirenvironmentjobsatisfaction,educationsupport,andpersonalresolutionscommunicationwithfamily/socialsuport.Itendedbyrespondingtothecentralandthesub-questionsthatformedthebasisofthisphenomenologicalresearch.CHAPTERFIVE:CONCLUSIONOverviewThistranscendentalphenomenologicalresearchaimedtoassesstheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation.Thischaptergivesdiscussesthefindingsdescribedinthepreviouschapterandsummarizeswhathasbeenunderstoodasummaryoftheresultsanalyzedearlierinthepaper,inchapter4.Italsodiscussesbothpracticalandempiricalimplicationsoftheresearch.BesidesInaddition,itprovidesidentifiesboththelimitationsanddelimitationsoftheresearch,providesrecommendations,andlastly,thesummaryconcludeswithafinalsummation.SummarySummaryoftheFindingsoftheResultsDatacollectedthroughquestionnaires,semi-structuredinterviews,artifactanalysis,andfocusgroupsprovidedthebasisfortheidentificationanddevelopmentedofthethemesofinteractivityinthemilitaryenvironmentjobsatisfaction,educationsupport,andpersonalandorganizationalresolutionstheneedforcommunicationwithone’sfamily/socialsupportsystem.Eachofthesemajorthemesgivescontainedsomesubthemesessentialindevelopingthedissertationandphenomenologicalquestionsthataidinansweringboththecentralandsub-questions.Inmyresponsetothecentralquestion,whichis,\"Whataretheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation?\"Iexplainedthattheparticipantsperceivedthejourneyintheirchildren\'seducationaschallengingbecauseofdeployment.Thiswasprimarilybecausethheyplayedotherrolesjustlikeageneralparent,buttheyarewereoftenseparated,andtheyhavehadtolookforalternativemethodsthatwouldhelpstrengthenthelevelofinteractions.Atthesametime,participantsdidnotviewthechallengeasstemmingfromthenatureofthework,whichcausedthemtobeseparatedfromtheirchildren.Theyhadgenerallyhadfavorableviewsoftheirjob.Jobsatisfactionwasnotafactorintheirperceptionofdeploymentasachallenge.YetAallthe12participantsacknowledgedthatamilitaryparentfaceschallengeswhenaddressingtheeducationneedsofchildren.Sincethemainquestionincorporatedmanyelements,Ibrokesomesectionsdowntoleadtothethreesub-questionsthataidedinunderstandingparentalinvolvementinchildren\'seducation.Tobetterunderstandthesechallenges,therefore,thesub-questionsofthisstudyprovidethebeststartingplacefordiscussion.Inresponsetothefirstquestionon\"Hhowdomilitaryparentsdescribetheirinvolvementintheirchildren\'seducationwhiledeployed?,\"Iexplainedthattheinvolvementtakesamixeddirectionbasedontheparticipant.Still,thecorrelationwaiscommonisamongmost8participantswhoexplainedthatthejourneyiswassometimeschallengingandtheyfeelfeltasiftheyarewerenotgivingthebesttothechildren.Iquotedthe8participantsandhowtheyviewtheirinvolvementwhendeployed.Althoughtheresponseshadsomevariationdependingonhowthemilitaryparentsviewedtheireducationroleintheirchildren\'slives,itwasclearthattheyacknowledgedthattheyhavehadaroletoplayinchildren\'slives.Thisrolewasasimportanttothemastheirjobforwhichtheyweredeployed.Thus,themainchallengewasnotthefactthattheyweredeployedbutratherthattheyhadtodotwojobsatonce,oneofwhichwasmademoredifficultbecauseofdistance.ToInthesecondquestion,,on\"Hhowdomilitaryparentsperceivetheimpactoftheirdeploymentonthefamilyandparticularlyontheirchild\'sacademicperformance?,\"Irespondedindicatedingthatmanymilitaryparentsappreciatethatdeploymenthasdetrimentaleffectsontheeducationoftheirchildren,especiallywhennotsupportisgiventofamilies.Iftheparentfailstomakepriorpreparation,childrenarelikelytofacepsychologicalproblemsthatcanleadtopoorgrades.Theadvicegivenbytheparticipantsonhowmilitaryparentsshouldaddressthechallengesgivesaclearillustrationoftheirperceptions.Iproceededtosharesomeoftheadvicegivenbymilitaryparentsafteralongtimeofinvolvement.Here,aAlltheparticipantsagreedthatdeploymenthassomeeffectsontheacademicperformanceofchildren.However,tTheeffectvariesbasedonthemeasuresthatparentsputintoreducingtherippleeffectsofthedeployment.Inparticular,spousesandrelativesarewerefoundtobeinstrumentalindeterminingtheperformanceofchildrenduringthedeploymentperiod.ToInthethirdsub-questiononof\"whatWhatchallengesdomilitaryparentswhoaredeployedfacewhiletryingtostayinvolvedintheirchildren\'seducation,\"Irespondedbyindicatingthatoneofthemajorchallengesthatallthe12participantshavesharedwaiscommunication.Militaryparentsareweredeployedintodifferentregionspartsoftheworld,andthisaffectedtheviabilityofnormalscommunicationchannels.Theyalsofailtooffersomeformsofsupportthatareavailablewhennotdeployed.Toillustratethechallenges,Iquotedsomeoftheparticipantsandhowtheyattempttoaddressthosechallenges.InthesechallengesInresponsetothischallenge,parentssoughteekallotherthepossiblealternativemethodstoreachtheirfamiliesandassistthemintheireducation.Unfortunately,thisiswasneveraneasytaskforthem,andtheyarewereforcedtousespouses,teachers,oreducatorstolearnmoreabouttheirchildren\'sperformance.DiscussionThisdiscussionsectionaimedstoexaminethefindingsbyreflectingonthetheoreticalconceptsinchapter2.First,thestudy\'sbasisiswasinspiredbytheoreticalconceptsintheliteraturereviewthatofferedinsightsintotheexistingresearchandpossiblebridgestocloseresearchgaps.TheOverall,theresearchwasfoundtohelpsinsupportingthediscussionontheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducationTheoreticalLiteratureThetheoreticalliteraturethatformedthisstudy\'sbasisiswasinformedbythetheoryofparentalinvolvementsuppliedbyEpstein(2011)regardingtherelationshipbetweenparents,school,andcommunity.Accordingtothetheory,parentsplayacrucialroleinprovidingtheguidanceandsupportchildrenneedtoachievetheiracademicgoals.ThesixkindsofinvolvementidentifiedbyEpstein(2011)areparenting,communicating,volunteering,learningathome,decision-making,andcollaboratingwiththecommunity.Thesesixkindsofinvolvementformedthebasisofdesigningtheresearchquestionstoensurethatalltheaspectswereincorporatedintheresearch.Inallsixtypesofinvolvement,theparentplaysapivotalrole:.Thestrongertheparent\'sinvolvement—includingsettinghighexpectationsforschoolachievement—themorelikelythechildistopursueidentifiedgoals(Castroetal.,2015).Thisrelationshipbetweenparentalsupportandstudentacademicachievementhasbeenwasvalidatedbynumerousresearchstudiesandisrecognizedasauniversalphenomenoninvariouscultures(Benner,Boyle&Sadler,2016;Mahuro&Hungi,2016;Nunezetal.,2015).Inlightofthisrevelation,thestudyanalyzedhowparentalsupportsplayaroleindeterminingchildren\'sacademicperformance.Mystudycameataninterestingtimewherewhenmilitaryparents\'challengesharmonizedactivitieshavesomeharmonywiththeeducationsector\'sissueschallengesasaresultoftheduringtheCOVID-19pandemic.Communicationchallengesbroughtaboutbydistancewereasimilarthemeforeach.However,aswithteachersduringCOVIDclosures,deployedparentssoughttousetechnologytoclosethedistancegapsbetweenthemselvesandtheirchildren.Otherliteraturealsoshowedsthatmilitarydeploymentaffectstheacademicperformanceofchildren.Forexample,astudybyAlfano,Lau,Balderas,Bunnell,andBeidel(2016)showedidentifiedthenegativeimpactofmilitarydeploymentonchildren,particularlyasitrelatestotheireducation.Thisimpactcouldcreateaneedforthesechildrentorequirementalhealthtreatmentbecausetheylacktheconsistencyandstabilitythatmostchildrenhaveinatypicalnuclearfamily.Inthisview,thestudyrevealedsomepsychologicalreasonsthataffectchildren\'sperformanceduringthedeploymentphase.ThisisevidentintheexperiencesofMike,Zac,Bill,andBilly.Itisaclearillustrationthatattimesofchallenges,theeducationofchildrenishighlyaffected.CConsideringTammy\'scase,whoisasinglemother,andChristopher,whoisdivorced,theparentalinvolvementbecomesmorechallengingduetoalackoffamily/socialsupportsystems.Reflectingontheearlierliteratureinchaptertwo,Nicosia,Wong,Shier,Massachi,andDatar(2017)indicatedthatchildrenneedconsistencyintheirlivestomanagetheproblemsandadversitythatcometheirwayduringthegrowthanddevelopmentphasesoftheiradolescence.Withoutthisconsistency,theyareatriskoflackingadequateacademicskillsandfollow-through(Nicosia,Wong,Shier,Massachi&Datar,2017).Suchconsistenciesarebetterachievedwhenbothspousesareavailabletothechildrenandaresupportive.Whenthemilitaryparent,whoissupposedtoplaybothmotherandfather\'srole,ismissing,integrationthepressenceofnecessaryacademicguidanceislimited.Aseriesofdeploymentsandreintegrationprocessesthatfollowsdeploymentmayinterruptthisdevelopmentalprocessprogressaswell(Knobloch-Fedders,Yorgason,Ebata&McGlaughlin,2017).Consistencyisofgreatrelevanceinseekingtoensurethatachild\'slearningprocessisnothamperedinanyshapeorform.Insomeinstances,transfersfromoneschooltoanothercouldbeacomplexundertaking.Thisexampleisparticularlythecasewherecreditsarenottransferrablebetweeninstitutions–effectivelymeaningthelearnerrisksstartingalloveragain.This,whichcanhaveanunfortunateeffectonthestudent,andbothparentsandteachersshouldbeawareofthetrialsstudentsexperienceduetomilitarydeployment(DePedroetal.,2018).Mostoftheparticipantshavehadyearsofserviceinthemilitary,whichmeanstheyareweremoreexperiencedinhandlingdeploymentcasesandattainingsomebalance.However,weitmustbeacknowledgedthatallofthemhadastartingpoint,likeinThomasAllen\'scase.HesaysthatThemajorchallengeisthatIfinditdifficulttoengagewithteachersandeducatorsasIwouldloveto.ItisbadformebecauseIamstillnewinparentingandnow,thepandemichashittheworld.Mostschoolsarenowvirtualbecauseofthepandemic,sothatdoeshelp,becauseIcouldaccessmykid\'sprogressonline,butifIhaveanyquestions,I\'mnotalwaysabletocontacttheteachersforaquickresponsethetimezonedifference.ItHisstatementimpliesthatparentalinvolvementinchildren\'seducationrequirespriorpreparation.Parentscaneasilygetfallintodepression,andthiscanleadtopooracademicperformanceonthepartofthechildren,astheyareaffectedbyparentaldepression,whichaffectsmorale.Indeed,lLiteratureindicatesthatthoseparentswhoexperiencedepressionorPTSDduringorafterdeploymentalsonegativelyimpacttheirchildren\'slivesandaffecttheirabilitytosociallyandemotionallyadjusttotheirenvironments(Lesteretal.,2016).Thus,deploymenthasimpactsbeyondamereabsence;whenparentsreturn,theydonotalwaysreturninthesamementalandemotionalstatetheywereinwhentheyleft.Theymaybebringingbackpsychologicalbaggageortraumathat,inturn,impactsthechildevenafterthedeploymenthasended.Thereareresidualeffectsofdeploymentthatmustbeconsideredwhenassessinghowchildrenofmilitaryparentsareaffectedbywar(Lesteretal.,2016).EmpiricalLiteratureThisstudyexpoundedontheexistingliteraturebygivinginsightsthatwouldaidinsealingclosingtheresearchgapsrelatedtomilitaryparentinvolvementinchildren\'seducation.However,mostofthefindingsinthisresearchaddedtowhatalreadyexistedsbuthavenotbeenofferedenoughlackedsupport.Forexample,existingresearchindicatedsthatchildren\'sperformanceisaffectedwhenparentsgotowarduetoincreasedanxietyandstress.TheIninteractionswithotherfamilymembersarewerealsoseenasimportanttoolsinimprovingthechildren\'sacademicperformance.Forexample,earlierstudies,liketheonebyBrownfieldandThompson(1991),providedevidencethatsuggestednorelationshipamongyouths,families,anddelinquency,positingthatsociallearningandsocialcontroltheorieswereinadequatetheoreticalframeworksforexplainingadversityamongchildrenandadolescents.Inthisregard,Christopher\'sresponsehintedathowfamiliesandcommunitiesviewchildrenfrommilitaryfamilies.ChristopherBarnet:Teacherswereabigfactor,especiallybeinginthemilitary.Inmypersonalopinion,Ithinkteachersinmilitaryschoolstendtobealittlemoreempathictowardsstudentswithdeployedparents,becausetheythemselvesorinmilitaryhouseholdorhaveexperienceotherstudentsinthesamescenario.WhatthisrevealsistheneedfortheconnectionthatEpsteincallsforinhistheoryofcommunity-parents-teachersinprovidingguidanceforlearners.However,otherresearchers,suchasKoon-Magnin,Bowers,Langhinrichsen-Rohling,andArata(2016),usedself-controltheoryandsociallearningtheorytoexplainwhyadolescentgirlsboysdeviateintodelinquency,latercounteredtheirstudy.Bothstudiesindicate,nonetheless,thatthereisarelationshipbetweenfamilyandchildbehavior,withparentsactingasamoderatingforce.Inthisview,someoftheelementsconcerningtheeducationofchildrenstillrequiremoreexamination.Everythingisnottiedtotheroletheparentplaysinenhancingacademicperformance,likeaidingintheirassignment.Theymustappreciatetheothereffectsthathaveanindirectcontributiontotheperformanceofthechildren.Mostoftheparticipantsexplainedthatfamilymembersplayedapivotalroleintheeducationoftheirchildren.Itimpliesthatintegrationisvitalinchildren.TheeffectscanbeexplainedbyreflectingonthecasestudybyTrieretal.(2018)thatsupportsthedevelopmentmodelputforwardbyErikson.Erikson\'seightstagesofdevelopmenttheoryhelpedtoexplainevenwhatchildrengothroughastheyage.Althoughtheeightstagescoveralloflifeuptodeath,thefirstfivestagescoverchildhood,frominfancytoyoungadulthood(Shriner&Shriner,2014).Eachstageisdefinedbythepsychosocialconflictthatcharacterizesthatspecificdevelopmentstage.Thesestagesrequireparentalandfamilialinvolvement.Forthesereasons,wefindthatmilitaryparents,likeBillandChristopher,whohaveservedformanyyears,appreciatefamilies\'needsinchildren\'sacademiclives.Parentalinvolvement,asdiscussedearlier,goesbeyondassignments.Childrenmustbetrainedonhowtohandlechallengessuchastheonesfacedduringmilitarydeployment.Tough(2013)showedsthatchildrenneedtobechallengedtodeveloptheirresiliencyandgrit.Tough(2013)arguedsthatgritandresiliencewillinevitablyhelpthechildovercomethechallengestheywillfaceastheygrow,whichwillbecomeharderandharderiftheyarenotpushedtobecomeresilientaschildren.Forexample,Thisnotionwasalsofoundinthedataanalyzedfrothisstudy:forinstance,Idrisstatedsthat\"Ibelievethatmychildrenattempttoworkevenharderattheirstudies,asawayofmakingmefeelproudofhowwellthey\'redoingalthoughI\'mnotthere.”\"Thishappenedsbecauseshehadstrainedthechildrentobehaveinherabsenceandturnchallengesintoopportunities.Equally,Tough(2013)explicitlystatesdthat“w\"whenkindergartenteachersaresurveyedabouttheirstudents,theysaythatthebiggestproblemtheyfaceisnotchildrenwhoareunawareoftheirlettersandnumbers;itischildrenwhodonotknowhowtomanagetheirtempersorcalmthemselvesdownafteraprovocation”\"(p.17).Heclaimedsthatchildrenhavetobetrainedtocontrolthemselves,whereself-controltheoryoftencomesintoplayfortheproponentsofallowingchildrentodevelopgrit.The12participantshaveengagedwiththeirchildrenevenduringpre-deployment.ItwasisduringthisphasethatTough\'srecommendationsshouldcomeintoplay.Bychallengingchildrenorallowingthemtobechallenged,theycanlearnforthemselveswhatitmeanstopickthemselvesupandputintheefforttoovercometheobstacle.ImplicationsThispart\'sprimarygoalisaimofthissectionistogiveempirical,theoretical,andpracticalimplicationsrelatedtothisresearch.Recommendationsareprovidedforthestakeholders,theU.S.Armydepartments,andstudentswhowishtoadvancethisresearch.EmpiricalImplicationsThisresearchaimedstoaddressthegapsinthecurrentstudiesthatfailedtoexaminetheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation.Despitethemilitarybeingacommonareaofinterestinmanygovernmentsandresearchprograms,thefocushasalwaysbeenonthesoldiers\'traumaafterparticipatingindifferentmissions.Researchfailstoaddresstheimplicationsontheimmediatefamilymemberslikechildren,specificallyregardingtheireducation.Thethemesandsubthemesexplainedinthisstudyopenanewchapteronareasthatneedanin-depthexploration.Theliteratureexaminedinchaptertwoacknowledgedsthatdeploymenthaseffectsonchildrenandsomebecomeviolent.However,thepsychologicalimplicationsthataretransferredtothosechildren\'sacademicperformancehavewerenotbeenexploredinpriorresearch.Forexample,researchperformedbyO\'Neal,Mallette,andMancini(2018)emphasizedtheneedforcommunitysupportformilitaryfamilies.Itis.Theynotedthatitisalsoessentialforfamiliestobeopentocommunitysupport,astheirunfavorableopinionofthecommunityinwhichtheylivecanharmthechildorstudent\'sdevelopment(O\'Nealetal.,2018).Communitiesplayanextra-familialroleinassistingchildren\'sdevelopmentandhelpingstudentscopewithmoving,transferringfromoneschooltoanother,andfindingaplaceoutsidethehomewheretheycanmakefriendsanddeveloptheirsupportnetwork.Parentssometimesstruggletorecognizethevalueoftheircommunities.Thisresearchprovidedmoredetailsaboutsuchconcernsandprovidedactualdatatohelpdevelopsolutionstoaddressthechallenges.TheoreticalImplicationsThisresearch\'sfindingshavesometheoreticalimplications,whenassessedinviewofEpstein’sobservations.Themainimplicationisthatdeployedparentsshouldhaveastrategyforintertwiningasupportsystemofcommunity-teachers-familytohelpguidechildrenwhileaparentisawayonmission.ThisstudybearsouttheworthinessofEpstein’stheoryandprovidessupportforapplyingthattheoryinthemilitaryforfamiliesdealingwithdeployment.especiallyontheprocessesusedindesigningsuchresearch.Inparticular,letusreviewtheseven-stepprocessforphenomenologicalreductionbyMoustakas(1994).Itexplainsthatthemodelfollowsastrategythatstartswithimmersionandendswithcreativesynthesis.Immersionisthestagewhereintheresearcherimmerseshimselfinthesubject\'sworldandtheparticipants\'experiences.Inthecaseofthe12participants,thisstageisdifficulttoachieveowingtothenatureoftheactivitiesinvolvedinmilitaryoperations.Theresearcherisleftwiththeoptionoffollowingthedetailsasprovidedbytheparticipant.Incubationisthestagewhereintheresearchertakestimetoallowhimselfspaceforunderstandingwhathehascollectedfromtheimmersionstage.Illuminationoccurswhentheresearcheractivelyengagesthematerialtodeepenandexpandhisknowledgeandunderstandingofthesubject.Explicationisthestagewhereintheresearcherreflectsontheexperienceandallowspatternstoemerge.Creativesynthesisisthestagewhereintheresearcheridentifiesthepatternsthatemergefromthereflectionprocessanddescribesthepatternsthatshowhowrelationshipsbetweenvariablesareformedwithintheoverallphenomenonofexperience.Whilethismethodhasformedthebasisofthisresearchdesign,itisevidentthathowtheparticipantsrespondtodeterminestheapproachtobefollowed,anditdoesnothavetobesequential.PracticalImplicationsThefindingofthisstudyhasawiderangeofpracticalapplications.Thefirstpracticalimplicationistoforthemilitaryparents.Itservesasanaidinhelpingthempreparetheirchildrenandfamiliesfordeployment.Militaryparentscaneasilyrelatetothefindings,whichimpliedsthattheirplanningoutcomesaresignificant.Foreducatorsandteachers,thefindingsshouldhelptheminunderstandingthechildrenfrommilitaryfamilies.Theyhaveabetterunderstandingofwhatsuchchildrengothroughandcanlaydownplanstoenhancetheiracademicperformance.Forstudents,theresearchprovidesinformationthatformsthebasisofadvancingresearchtocoverpossiblegapspresentedinthisresearch.FortheU.S.Armydepartments,thestudywillofferinsightsonpossibleprogramsthattheycanenrolltheparentstoenablethemtoaddressthechallengestheyfaceduetodeployment.LimitationsandDelimitationsThisstudyaimedtoanalyzetheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation.Thesamplewastakenfrommilitaryparentsonlyandwhohadexperienceddeployment.First,thestudywaslimitedintermsofthenumberofparticipants.Alargersamplecouldhavegivenresultsthataremorerepresentativeofthewholeofthepopulationanalyzed.ThedDelimitingwasdoneduetothestudy\'snatureinthatitinvolvesparticipantswhoplayacrucialroleandsometimesfindithardtoshareinformation.AnotherlimitationwasthatTthestudyusedonlythreefemaleparticipants.Thisdisparityaffectedsthetransferabilityofthefindings,especiallyincreatingsolutionsthataffectfemalemilitaryparents.Asamplethatgivesanevendistributionwouldbepreferred.Besides,moreracesshouldhavebeenincludedtoassessapossibleeffectonhowdifferentracestreattheissueofdeployment.RecommendationsforFutureResearchConsideringthestudy\'sfindingsandlimitations,futureresearchshoulduseamoreinclusivesamplethateliminatesthewidegenderdisparity.Equally,alargersamplethatreflectsthelargenumbersofmilitaryparentsintheUnitedStatesshouldbeused.Suchasmallsampleislikelytointroducebiasleadingtoquestionablefindings.SummaryThistranscendentalphenomenologicalstudyaimedtoexaminetheperceptionsandlivedexperiencesofdeployedmilitaryparentsregardingactiveinvolvementintheirchild\'seducation.Datacollectedthroughquestionnaires,semi-structuredinterviews,artifactanalysis,andfocusgroupsdevelopedthethemesofinteractivityinthemilitaryenvironment,educationsupport,andpersonalandorganizationalresolutions.Throughanalysisoftheresponsesandartifactsofthe12participants,thestudyrevealedthatmilitaryparentsholddifferentperceptionsconcerningtheirchildren\'seducation,mostlyduetothechallengesthatcomewithdeployment.Theylackampletimetoengagewiththeirchildren,whichhadcanhaveadverseeffectsontheiracademiclives.Toaddressthesechallenges,strongfamilybondsareessentialtogetherwithpriorplanningtoavoidstressfulconditions.

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