Minority Parents as School Governors in Chicago and Britain: empowerment or not?

Blackledge, Adrian

doi:10.1080/0013191950470307

Cited by 7 publications

(8 citation statements)

References 2 publications

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“…Research had indicated that when parents became involved in education, their children learned more effectively and became more successful (Wolfendale, 1989;Pugh, 1989, as cited in Blackledge, 1995). Involvement should be considered as a means to progressively empower parents (Shepard & Rose, 1995).…”

Section: Parent Involvement In Schools and School-based Decision-makingmentioning

confidence: 99%

“…Only after parents acquired knowledge, confidence, and a sense of community belonging needed for effective involvement would they become more active at that level (Shepard & Rose, 1995). Access to policy making was described as crucial if parents were to take a full and active part in children's schooling (Blackledge, 1995).…”

Section: Parent Involvement In Schools and School-based Decision-makingmentioning

confidence: 99%

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Perceptions of efficacy of minority and non-minority school-based decision-making council members in Kentucky's region 1 and region 2 school systems.

Sanders

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Sanders, Anthony Ray, "Perceptions of efficacy of minority and non-minority school-based decision-making council members in Kentucky's region 1 and region 2 school systems." (2005 Shortly after the implementation of Kentucky's school-based decisionmaking councils, it became obvious that minorities were severely underrepresented on these councils. As a result, the Kentucky legislature enacted Section 160.352(3)(f) by which schools having 8% or more minority student population had to increase the school-based council membership to include a minority parent and/or teacher, elected by the parents or the teachers respectively, if no minority member was elected in the initial voting.Though the law required minority representation on these councils, very little research has been conducted regarding minority participation. This study investigated the perceptions of school council members regarding their efficacy of experiences and impact of their contributions to school policies, operations, and student achievement. Furthermore, differences between minority and nonminority school council members were explored.vii Data were collected by the researcher-designed SBDM Perceptions Survey Instrument (which also included the opportunity for respondents' comments) to address the following three overarching research questions:(1) Do council members perceive that actions of the council impact the school and its students? These opinions were identified based on responses to a series of efficacy-related items on the survey instrument.(2) Do council members perceive their participation on the council to be a positive experience as they interact with each other during deliberations and decision-making? These attitudes were obtained from responses provided on the series of experience-related items on the survey instrument.(3) Do minority council members sense that they are empowered and efficacious and do their perceptions differ significantly from the perceptions of non-minority council members? Differences between these two groups of respondents were examined statistically for all items on the survey instrument.Generally, council members agreed that school-based decision-making was advantageous for schools and students. Additionally, respondents generally indicated that their experiences as council members were positive. Statistically significant differences were found between minority and non-minority respondents in both the efficacy-and experience-related survey items.Recommendations for further study and policy implications were offered.viii

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Section: Parent Involvement In Schools and School-based Decision-makingmentioning

confidence: 99%

Section: Parent Involvement In Schools and School-based Decision-makingmentioning

confidence: 99%

Perceptions of efficacy of minority and non-minority school-based decision-making council members in Kentucky's region 1 and region 2 school systems.

Sanders

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“…Adrian Blackledge (1995) Cross and Reitzug (1996) summarized their observations of four elementary, one middle, and one high school in three midwestern school districts as they implemented site-based management. In each school, they discovered parents attending council meetings on a regular basis.…”

Section: Decision Makingmentioning

confidence: 99%

“…During the 1970s and 1980s Chicago fought increasing poverty, budget reductions, and steadily declining test scores (Blackledge, 1995;Hess, 1991;Shatkin & Gershberg, 2007). In response to the struggling state of the Chicago Public School System, the Illinois General Assembly passed the Chicago School Reform Act of 1988 (Hess, 1991;Russo, 1995a;Russo, 1995b;Sandidge et aI., 1996;Shatkin & Gershberg, 2007).…”

Section: Chicago Illinoismentioning

confidence: 99%

“…These councils consisted of a principal, two teachers, six parents, and two community members (Blackledge, 1995;Hess, 1991;Russo, 1995a;Russo, 1995b;Sandidge et aI., 1996;Shatkin & Gershberg, 2007;Snider, 1991;Kaba, 2001). With the exception ofthe principal, each representative served a two-year term (Hess, 1991;Russo, 1995a;Russo, 1995b;Sandidge et aI., 1996).…”

Section: Chicago Illinoismentioning

confidence: 99%

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School-based decision making (SBDM) councils and their efficacy and productivity as perceived by council members.

Stenton¹

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husband, Thomas, and son, Michael, for all of the sacrifices they made so that this is even possible.I would also like to dedicate this to my parents, Sharon and Rod Shrout, who instilled in me a love and appreciation for education and life-long learning. The results of the study showed that, in general, council members had a positive perception of the productivity and efficacy of the councils. There were no differences between the perceptions of parents and principals, nor between principals and teachers/staff. There was, however, a difference between parents and teachers/staff in v regards to efficacy, with parents revealing a higher rating than teachers. Although the difference was statistically significant, it was small in magnitude.Additional research explored the amount of variance in efficacy and productivity in relation to several predictor variables. The amount of variance in the average efficacy score could be predicted by the contrast between parents and principals/staff, relevant information, use of committees, and training activities. The amount of variance in the average productivity score could be predicted by the contrast between parents and I teachers/staff, relevant information, use of committees, training activities, school level, and level of efficiency. Additionally, there were significant differences among schools both for teachers and for parents in regards to both efficacy and productivity.

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The micro-politics of parental involvement in school education in Hong Kong: ethnocentrism, utilitarianism or policy rhetoric!

Yuen

2013

Educational Review

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Minority Parents as School Governors in Chicago and Britain: empowerment or not?

Cited by 7 publications

References 2 publications

Perceptions of efficacy of minority and non-minority school-based decision-making council members in Kentucky's region 1 and region 2 school systems.

Perceptions of efficacy of minority and non-minority school-based decision-making council members in Kentucky's region 1 and region 2 school systems.

School-based decision making (SBDM) councils and their efficacy and productivity as perceived by council members.

The micro-politics of parental involvement in school education in Hong Kong: ethnocentrism, utilitarianism or policy rhetoric!

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