Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents

Kim, Yanghee

doi:10.1016/j.edurev.2009.02.003

Cited by 207 publications

(169 citation statements)

References 61 publications

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“…in the forms of volunteering and attending social events) and children's learning outcomes is small (Jeynes, 2005;Van Voorhis et al, 2013), such involvement can help parents to build supportive social networks, develop positive relationships with school staff, and understand school norms (Fox & Olsen, 2014). This may be particularly important for parents from disadvantaged backgrounds, who are at greater risk of experiencing barriers to both forming partnerships with schools and engaging in their child's learning more generally (Fox & Olsen, 2014;Kim, 2009;Turney & Kao, 2009). …”

Section: Parent-school Partnershipsmentioning

confidence: 99%

“…It is well documented that disadvantaged parents, which in Australia would include Indigenous parents and those from lower socio-economic statuses, tend to have lower levels of engagement in their child's school and learning, and face additional barriers to engagement when compared to more advantaged parents (Day, 2013;Hanafin & Lynch, 2002;Kim, 2009;Parental Engagement Project Taskforce, 2011). Hence, the results of this study are consistent with previous findings.…”

Section: Disadvantaged Schoolsmentioning

confidence: 99%

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Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Povey

Campbell

Willis

et al. 2016

International Journal of Educational Research

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In an increasingly globalised and technological world, job market success in developed countries such as Australia depends on the attainment of post-secondary qualifications. However, young Australians do not all have an equal opportunity to attain this necessary level of education. As it currently stands, approximately two-and-a-half years of schooling separates the achievement scores of students in the highest and lowest socioeconomic quartiles, and student achievement differs significantly according to location (e.g. rural or metropolitan) and cultural background. All Australian governments have recognised the need to increase quality and equity in Australian schooling and one of the key ways in which they are currently seeking to achieve this is through improving parent-school partnerships and parent engagement in child learning.The critical importance of engaging parents in their child's learning and building parent-school partnerships has been established in the international literature but research in the Australian context is limited. It is well documented that disadvantaged parents, which in Australia would include Indigenous parents and those from lower socio-economic statuses, tend to have lower levels of engagement in their child's school and learning, and face additional barriers to engagement when compared to more advantaged parents. Our results are consistent with these previous findings.Although Principals from disadvantaged schools were just as likely as those from more advantaged schools to report using a range of engagement strategies, they were significantly less likely to find many methods effective in involving parents in their school. Furthermore, a less positive culture of parent volunteerism was reported by P&C Presidents from disadvantaged schools. This suggests that those schools in which the children stand to gain the most from increasing levels of parent engagement, are the same schools finding their efforts to engage parents the least effective. These findings highlight the need to identify what does work in disadvantaged schools and to ensure that interventions are tailored to the specific needs of these schools, as applying uniform strategies across all schools may only compound the advantage of those already doing well. Principals in this study emphasised different barriers to parent involvement according to the school's level of advantage. Time-pressure factors such as work and family responsibilities were more likely to be identified in more advantaged schools, whereas parent factors such as a lack of interest and a lack of confidence, along with transportations problems, were more likely to be identified in disadvantaged schools. This information can be used to guide the future development of interventions.

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Section: Parent-school Partnershipsmentioning

confidence: 99%

Section: Disadvantaged Schoolsmentioning

confidence: 99%

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Povey

Campbell

Willis

et al. 2016

International Journal of Educational Research

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“…In this sense, they are similar to many other parents [15] [25]. Because they are immigrants, however, the issue of education takes on additional importance [52] [53]. It is not primarily that they have difficulties understanding the education system in the United States, or that they are worried about what their children are taught in American school, but instead that they are concerned about what is not taught.…”

Section: Discussionmentioning

confidence: 92%

How Kurdish Immigrant Parents in the United States Think about the Formal and Informal Education of Their Sons and Daughters

Salih¹,

Matthew²,

Linders³

2017

JSS

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The study addresses how Kurds who currently live in the United States think about and manage their children's education. Of particular interest is the ways in which the gender of their children influences how parents engage with their children's education. Based on interviews with Kurdish parents who live in Nashville, Tennessee, the study reveals that, in general, they feel more responsible for and take a much more proactive role in their children's education than is typical of Kurds living in Kurdistan. This is so because the parents are not only concerned with securing an education for their children but also making sure their children adopt a Kurdish identity. The study also found that gender plays an important role in parental investment, albeit not in a straightforward way. That is, even though parents support the education of both their sons and daughters, they are nonetheless guided by deep seated assumptions that, once they grow up, their sons and daughters will live very different lives. More specifically, the parents operated on a taken-for-granted assumption that their daughters would live more circumscribed lives than their sons and hence needed a somewhat different educational investment during childhood.

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“…Kajian-kajian tentang penglibatan dan kerjasama ibu bapa di sekolah memaparkan penglibatan ibu bapa sebagai faktor penting dalam kejayaan pendidikan anak (Kim, 2009). Misalnya, menurut kajian Lareau (1987) misalnya, ibu bapa kelas menengah melihat hubungan kerjasama antara ibu bapa dan guru sebagai salah satu faktor yang mempengaruhi kejayaan pendidikan anak mereka di sekolah.…”

Section: Kajian Lepasunclassified

Kerjasama Pihak Sekolah Dan Penglibatan Ibu Bapa India Dalam Pendidikan Anak Di Sekolah Kebangsaan

Vellymalay¹

2016

APJEE

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Abstrak: Kajian ini bertujuan untuk mengenal pasti kerjasama antara pihak sekolah dan ibu bapa dalam meningkatkan penglibatan ibu bapa India dalam pendidikan anak. Sebanyak 150 murid India yang sedang belajar di Sekolah Kebangsaan di daerah Kerian, Perak Darul Ridzuan dipilih menggunakan persampelan rawak berlapis. Sampel ini terdiri daripada 50 murid dari Tahun Tiga, 50 murid dari Tahun Empat dan 50 murid dari Tahun Lima. Soal selidik telah digunakan oleh penyelidik untuk memperoleh data kuantitatif daripada ibu bapa murid berkaitan dengan kerjasama pihak sekolah-ibu bapa dan strategistrategi penglibatan ibu bapa dalam pendidikan anak mereka. Hasil kajian menunjukkan bahawa terdapat hubungan yang signifikan dalam kerjasama pihak sekolah-ibu bapa dalam meningkatkan penglibatan ibu bapa India dalam pendidikan anak mereka. Lebih tinggi ibu bapa berasa bahawa kedatangan mereka ke sekolah dihargai oleh pihak sekolah, lebih tinggi pula penglibatan mereka dalam pendidikan anak. Ibu bapa juga menunjukkan penglibatan yang lebih tinggi dalam pendidikan anak apabila pihak sekolah bekerjasama dalam membincangkan hal-hal berkaitan anak mereka. Tambahan lagi, hasil kajian juga menunjukkan bahawa ibu bapa menunjukkan penglibatan yang lebih tinggi dalam pendidikan anak apabila ibu bapa terus dimaklumkan tentang mesyuaratmesyuarat, aktiviti-aktiviti dan program-program yang perlu dihadiri oleh ibu bapa di sekolah.

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Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents

Cited by 207 publications

References 61 publications

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

How Kurdish Immigrant Parents in the United States Think about the Formal and Informal Education of Their Sons and Daughters

Kerjasama Pihak Sekolah Dan Penglibatan Ibu Bapa India Dalam Pendidikan Anak Di Sekolah Kebangsaan

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