Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Gonzales, Sandra M.; Gabel, Susan L.

doi:10.18251/ijme.v19i2.1376

Cited by 20 publications

(29 citation statements)

References 57 publications

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“…It is important for schools to recognize the existence of cultural variations in parents' involvement because there are differences among parents with diverse backgrounds on when, why, and how they are involved in their children's education. The result conforms to the study of Gonzales, V. and Wayne, S [24] that parents are the primary educators of their children. Schools only complement and assist parents in the education of their children; this primary role was shown to be especially crucial at early school level for poor households in developing countries.…”

Section: Resultssupporting

confidence: 90%

Parental Involvement in the Education Development of Indigenous People in Selected Elementary Schools in the Northern Part of Mindanao, Philippines

Enteria

Tagyam²

2020

AJARR

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Parents play a vital role in increasing the performance and ensuring the good manners of their children in school. In the context of Indigenous People (IP), parental participation in educating their children is a meaningful involvement that benefits student learning directly. This study aims to determine the parental involvement of indigenous people in selected elementary schools in Northern Part of Mindanao, Philippines. The study specifically identified the profile of the IP parents, parents’ contributory factors and involvement on the aspect of communication, learning at home, and financial support. The extent of parental involvement on the behavior of their children and significant relationship between respondents’ profile were also measured. The study utilized a descriptive-quantitative method to explore how the IP parents extend their support to their children through survey, actual visitation and interview to validate the accuracy of the data gathered. Selected IP parents from IP elementary schools were surveyed using a researcher-made questionnaire as the main tool in the study. Data were analyzed using frequency counting, simple percentage, weighted mean, and Pearson R correlation. The IP parents fall to marginal classification in terms of educational background (45.83% are elementary undergraduate) with monthly income of less than fifteen thousand (less than the minimum wage). Regardless of race and background, IP parents’ instincts are the same with common parents in supporting their children in school-related activities. However, issues on communication, learning at home, and financial support extended by IP parents to their children still need to be improved. In addition, parents’ involvement influence academic endeavor of the students because they are given chances to enjoy the opportunity of free and supportive education. Thus, parents should constantly monitor the performance of their children at school to help them improve in their studies and build confidence to do better.

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Section: Resultssupporting

confidence: 90%

Parental Involvement in the Education Development of Indigenous People in Selected Elementary Schools in the Northern Part of Mindanao, Philippines

Enteria

Tagyam²

2020

AJARR

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“…It has been argued the notion of kinship arises from traditional Native American family networks (i.e. Navajo, Crow, Iroquois and the Cherokee) that consider not only individuals from the same ancestry or descent but also other community members as kin or family (Gonzales and Gabel, 2017). This notion of kin is typically more encompassing than a nuclear family model as it ensures that all persons considered family is taken care of and provided support by members of this kinship (Gonzales and Gabel, 2017; Sachs, 2011).…”

Section: Radical Kinship: Amplifying Our Notion Of Familymentioning

confidence: 99%

“…Navajo, Crow, Iroquois and the Cherokee) that consider not only individuals from the same ancestry or descent but also other community members as kin or family (Gonzales and Gabel, 2017). This notion of kin is typically more encompassing than a nuclear family model as it ensures that all persons considered family is taken care of and provided support by members of this kinship (Gonzales and Gabel, 2017; Sachs, 2011). Black, Latino, Latine and Latinx communities also value similar patterns of kinship (Gonzales, 2014; Miller-Cribbs and Farber, 2008).…”

Section: Radical Kinship: Amplifying Our Notion Of Familymentioning

confidence: 99%

Plexiglass: how power, policy and politics create a mirage of equitable family engagement

Porter

Barko-Alva

Herrera

2021

JME

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Purpose Power, policy and politics set the landscape for technocratic approaches in the educational system. Efficiency and money-saving initiatives that adhere to a one-size-fits-all approach drive the response to complex and multifaceted challenges within education. This has been made apparent through the COVID-19 pandemic and its aftermath. This paper aims to explore one of the most pronounced and gaping realities that became evident during this crisis in how the system dehumanizes those in the margins. By not centralizing the biographies of families served in the schools, particularly culturally and linguistically diverse families, the system has failed to capitalize on the assets and affirm their wisdom. Design/methodology/approach This conceptual paper juxtaposes the technocratic and humanistic approaches of family engagement and provides alternative narratives rooted in authentic cariño (Bartolomé, 2008; Herrera et al., 2020; Valenzuela, 1999) and radical kinship (Boyle, 2017). Findings Currently, the educational system has sought to address complex issues by attending to the structures (i.e. plexiglass) and instructions (i.e. technology) as a way of responding to life-altering events that are in need of humanistic approaches. Originality/value The authors ask educators to reflect on the ways that power, policy and politics often stifle opportunities to move outside what is known to transform educational contexts. The authors conclude with critical questions to create new pathways guided by empathy and hope.

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“…Teacher-parent trust may be difficult to develop, because teachers are trained to be the experts and sharing academic authority with families may be inconsistent not only with their postsecondary education, but with school policy. Gonzales and Gabel (2017) argued that school systems and universities need to do more to support educators who are largely underprepared to work effectively with culturally diverse families. As well, both parents and teachers may be unable to dedicate the time that is needed to form a trusting relationship.…”

Section: Promoting Parent Involvementmentioning

confidence: 99%

Kindergarten Teachers’ Notions of Parent Involvement and Perceived Challenges

Preston

MacPhee

O'Keefe

2019

mje

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We examine how kindergarten teachers on Prince Edward Island depict both parent involvement in school and its perceived challenges. Data consisted of written responses to two open-ended survey questions completed by 62 participants or 94% of the kindergarten teachers on PEI. Results showed that teachers recognized parent involvement in traditional forms. Barriers included lack of educator time and unproductive school policies. Extending from Epstein’s parent involvement model, if increasingly rich forms of parent involvement are to actualize, educators must be attuned to family vibrancy — the diverse gifts each family possesses; family vibrancy includes the belief that every parent, regardless of socioeconomic status, language abilities, ethnicity, religion, etc., can and does support his/her child’s education to the best of his/her ability.

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Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Cited by 20 publications

References 57 publications

Parental Involvement in the Education Development of Indigenous People in Selected Elementary Schools in the Northern Part of Mindanao, Philippines

Parental Involvement in the Education Development of Indigenous People in Selected Elementary Schools in the Northern Part of Mindanao, Philippines

Plexiglass: how power, policy and politics create a mirage of equitable family engagement

Kindergarten Teachers’ Notions of Parent Involvement and Perceived Challenges

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