Engaging African American Parents in the Schools: A Community-Based Consultation Model

Koonce, Danel A.; Harper, Walter

doi:10.1080/10474412.2005.9669527

Cited by 28 publications

(25 citation statements)

References 36 publications

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“…Bornstein, Hahn, Suwalsky, & Haynes, 2003) on the relationship between demographic characteristics and parent involvement, in general, have been controversial. For example, Koonce and Harper (2005) reported that parent involvement could be predicted by parents' income and education levels. On the other hand, several other studies (e.g.…”

Section: Discussionmentioning

confidence: 97%

Parents' motivational beliefs about their involvement in young children's education

Tekin

2011

Early Child Development and Care

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This study sought to assess Turkish parents' motivational beliefs, including their role activity and self-efficacy beliefs about their involvement in young children's education. The impact of demographic characteristics on these motivational beliefs was also explored. Parents' motivational beliefs about their involvement were measured by using the adapted Turkish version of the related Level 1 scales from the Hoover-Dempsey and Sandler's parent involvement model. The study was conducted with 374 participants who had a child in first or second grade in elementary school. Moreover, a demographic survey was developed and used as the second instrument. The results suggested that Turkish parents as a group tend to have positive motivational beliefs about their involvement in their young children's education. Multiple linear regression analysis results revealed that parents' monthly family income is the strongest predictor of their beliefs for involvement. It was also found that parents' educational backgrounds influence their self-efficacy beliefs about helping their children succeed in school.

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Section: Discussionmentioning

confidence: 97%

Parents' motivational beliefs about their involvement in young children's education

Tekin

2011

Early Child Development and Care

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“…Critical scholars point out that African American parents, as a whole, are generally framed as being inactive, disconnected, aggressive, or confrontational, or as parents who do not care (Cooper, 2005;Diamond & Gomez, 2004;Edwards, 2004;Henig, 1994;Koonce & Harper, 2005). These depictions of African American mothers as being "deviant" from society's social and moral norms reflect stereotypical ideologies of black women that are prevalent in U.S. society-at-large (Hart, 2002); thus, they influence many educators' ideologies as well.…”

Section: Race and Parental Privilegementioning

confidence: 98%

“…African American parents are often aware of such deficit-based characterizations, and they strive to combat them when interacting with public educators (Cooper, 2007; G. . Downloaded by [University of Illinois Chicago] at 04:26 21 November 2014 COOPER There is a growing amount of scholarship that rejects deficit-based framing of African American parents and instead attempts to contextualize some of the hardships and structural constraints these parents face to explain their limited school-based involvement (Diamond & Gomez, 2004;Koonce & Harper, 2005;Lareau, 2003;Lewis & Forman, 2002;Smalley & Reyes-Blanes, 2001;Yan, 2000). Yet, as Lightfoot (2004) cautions, even equity-oriented scholars and educators can inadvertently fuel stereotypic notions of low-income parents of color by emphasizing what they lack instead of stressing what they contribute.…”

Section: Race and Parental Privilegementioning

confidence: 99%

Parent Involvement, African American Mothers, and the Politics of Educational Care

Cooper

2009

Equity & Excellence in Education

166

154

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“…Koonce and Harper (2005) found that the insights of such parents were often disregarded because they were not respected as active participants. Consequently, dismissal of their insights further alienates parents and leads to a cycle of increased withdrawal from involvement.…”

Section: Socioeconomic Statusmentioning

confidence: 96%

Parental Involvement in School and the Role of School Security Measures

Mowen

2013

Education and Urban Society

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Over the past three decades, the United States has experienced a significant increase in the use of security measures in public and private secondary schools. Measures including police officers, metal detectors, and security cameras are becoming more common in the hallways of American schools. Following this surge, a number of academics have become interested in understanding how these measures effect outcomes for students, yet little research has sought to explore the impact of security measures on parents. Using data from the Educational Longitudinal Study (2002), the current project explores the relationship between formal and informal parenting involvement with the school and the presence of school security measures utilizing Hierarchical Linear Modeling (HLM) regression. Results indicate the presence of a security guard and metal detectors is related to lower levels of formal parental involvement, all else equal. Security measures were not found to effect informal parental involvement occurring outside of the school proper.

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Engaging African American Parents in the Schools: A Community-Based Consultation Model

Cited by 28 publications

References 36 publications

Parents' motivational beliefs about their involvement in young children's education

Parents' motivational beliefs about their involvement in young children's education

Parent Involvement, African American Mothers, and the Politics of Educational Care

Parental Involvement in School and the Role of School Security Measures

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