Differential trust between parents and teachers of children from low-income and immigrant backgrounds

Janssen, Marije; Bakker, J.T.A.; Bosman, A.M.T.; Rosenberg, Kirsten; Leseman, Paul

doi:10.1080/03055698.2011.643103

Cited by 26 publications

(27 citation statements)

References 17 publications

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“…Because those relations have not been discussed in extant literature, these findings add new information to the literature on parent trust and family demographic variables. Other studies that have examined parent trust and family demographic variables (e.g., Janssen et al., ) have not commonly included eligibility for free or reduced‐price lunch, the presence of an alternate caregiver in the home, or the primary language used in the home as predictor variables of trust as a unique variable.…”

Section: Discussionmentioning

confidence: 99%

“…Literature regarding the influence demographic variables have on parent trust is mixed. Several studies have found no statistically significant associations between family demographic variables and parent trust of teachers (e.g., eligibility for a free or reduced‐price school lunch, ethnicity, child gender; Adams & Christenson, , ; Janssen, Bakker, Bosman, Rosenberg, & Leseman, ; Lerkkanen, Kikas, Pakarinen, Poikonen, & Nurmi, ). However, other studies have found statistically significant relations between family demographic variables and parent trust (e.g., child gender, parent education; Kikas et al., ; Westergård & Galloway, ).…”

Section: Parent Trust Of Teachers and Schoolsmentioning

confidence: 99%

“…Prior literature has also demonstrated links between parent‐teacher trust and student academics and behavior. Janssen and colleagues () found support for the relation between teacher trust in parents and reading performance among students in first grade. Froiland and Davison () examined trust as one dimension of the parent‐teacher relationship.…”

Section: Parent Trust Of Teachers and Schoolsmentioning

confidence: 99%

See 2 more Smart Citations

Parent‐teacher Relationships in Elementary School: An Examination of Parent‐teacher Trust

Santiago¹,

Garbacz²,

Beattie³

et al. 2016

Psychology in the Schools

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Trust is an important dimension of parent educational involvement and parent-teacher relationships. Preliminary research suggests that parent trust in teachers and schools is associated with student learning and behavior. However, examinations of parent trust in children's education are limited. The present study investigated the influence of demographic variables on parent trust and relations among parent trust, student behavior, and parent involvement. Findings suggested that student eligibility for a free or reduced-price lunch predicted parent trust of teachers and schools, parent trust was correlated with dimensions of student behavior, and parent trust of teachers predicted parent involvement. Implications for parent involvement and parent-teacher relationships are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Parent Trust Of Teachers and Schoolsmentioning

confidence: 99%

Section: Parent Trust Of Teachers and Schoolsmentioning

confidence: 99%

See 1 more Smart Citation

Parent‐teacher Relationships in Elementary School: An Examination of Parent‐teacher Trust

Santiago¹,

Garbacz²,

Beattie³

et al. 2016

Psychology in the Schools

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“…Trust is a crucial factor in relationships between parents and their children's schools. It has been well established that trust generally enhances parental involvement in school and their interactions with teachers, their support of school reforms, and, last but not least, their children's educational achievements (Adams & Christenson, 1998;Beycioglu, Ozer, & Sahin, 2013;Janssen, Bakker, Bosman, Rosenber, & Leseman, 2012;Mitchell, Forsyth, & Robinson, 2008;Tschannen-Moran & Gareis, 2015). But why is trust so crucial?…”

Section: Trust and Control In Education -Dualism Or Duality?mentioning

confidence: 99%

Approaching trust and control in parental relationships with educational institutions

Schweizer¹,

Niedlich²,

Adamczyk³

et al. 2017

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Trust is a crucial factor in parent-teacher relationships. However, research on this subject to date has largely concentrated on a narrow range of theoretical perspectives and empirical methods. Most studies collect, analyze, and aggregate quantitative data on trust from a psychological or sociological perspective. The present paper starts by reflecting on previous research in brief and discussing its limitations with regard to a selected case: parents' relationships with educational institutions. On this basis, the paper aims to contribute to the scientific exploration of trust as a holistic phenomenon that encompasses explicit as well as implicit dimensions. In this context, we argue for a broader range of theoretical and empirical methods in research on the phenomenon of trust and its apparently tight entanglement with control in education settings. To this end, we focus on the one hand on the five distinctive facets of trust introduced by Tschannen- Moran and Hoy (2001): benevolence, reliability, competence, honesty, and openness. On the other hand, we refer to Möllering's understanding of trust and control as a duality (2005) where trust and control can go hand-in-hand instead of being understood as inherently conflicting phenomena. Because of this assumed duality, efforts to explain the relationship between trust and control need to be able to account for the complex interplay between the two on different levels of interactions between parents and schools. To demonstrate this point, this paper presents three studies using different methodological approaches: study 1 analyzes relationships between parents and educators in childcare centers, focusing on the collective relevance accorded to trust by educators. Applying the qualitative, reconstructive documentary method to the analysis of group discussions among educators and video-recorded parent-educator meetings, the study places particular emphasis on reconstructing the implicit knowledge underlying educators' implicit orientations toward parents. Its result show that, in contrast to the common rhetoric of partnership between childcare centers and parents, educators perceive and enact their relationships with parents in very different ways. Study 2 aims to shed light on how trust is shaped differently in various settings of interactions between parents and schools. To this end, a survey is being conducted using a vignette design which provides descriptions of eight forms of parent-school interactions followed by a number of questions corresponding to each of the five facets of trust. The study, which is still in its pilot phase, will thus provide insight about which facets of trust are triggered by the different forms of interaction and, consequently, how the relationship between trust and control is affected by these interactions. Similarly to study 1, study 3 uses a qualitative approach to the analysis of trust. In contrast to study 1, however, the focus of the episodic interviews lies in exploring different elements that shape parental perceptions of te...

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“…Junto con la familia, se ha demostrado que el apoyo de la escuela al estudiante migrante es muy importante y que una relación estrecha entre apoderados y profesores puede promover el éxito académico en los alumnos (Bankston y Zhou, 2002). Lo anterior se hace imprescindible entre familias migrantes que no comparten el mismo idioma de la comunidad de acogida, donde los padres perciben que sus hijos se benefician socialmente al hablar la lengua meta (L2) y donde la responsabilidad y preocupación de los profesores son percibidas como un tema clave para el éxito de sus hijos (Janssen et al, 2012). En efecto, el apoyo de los profesores es tan importante que puede ayudar a evitar el abandono escolar (Brewster y Bowen, 2004;García-Reid, Reid y Peterson, 2005;Martínez et al, 2004).…”

Section: Introductionunclassified

Cuestionario de apoderados de estudiantes haitianos sobre prácticas de alfabetización y lenguas

2019

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Differential trust between parents and teachers of children from low-income and immigrant backgrounds

Cited by 26 publications

References 17 publications

Parent‐teacher Relationships in Elementary School: An Examination of Parent‐teacher Trust

Parent‐teacher Relationships in Elementary School: An Examination of Parent‐teacher Trust

Approaching trust and control in parental relationships with educational institutions

Cuestionario de apoderados de estudiantes haitianos sobre prácticas de alfabetización y lenguas

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