Parent and Family Engagement in Higher Education

Kiyama, Judy Marquez; Harper, Casandra E.; Ramos, Delma; Aguayo, David; Page, Laura A.; Riester, Kathy Adams

doi:10.1002/aehe.20024

Cited by 33 publications

(40 citation statements)

References 131 publications

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“…This change in the balance of the student-institution-parent triad has been fueled by an increasing acknowledgement of FERPA as a barrier between institutions' efforts to communicate with parents (Kiyama et al 2015), whom now primarily finance their child's education given the 150% increase in the average university tuition price alongside cuts to federal grant aid and state funding (Baum and Ma 2013). Combining the extension of active parenting that is normative during emerging adulthood with the perspective of families as valuable consumers of college education, a natural consequence is tension and uncertainty regarding how to share information with parents in the context of higher education when FERPA restricts institutions from doing so.…”

Section: Higher Education Literature On Parental Involvementmentioning

confidence: 99%

“…Nationwide efforts in higher education to assess parental involvement Parental involvement has become a focal research topic in higher education over the past decade, as universities have sought to handle the increasing presence of parents in college student's lives (Wartman and Savage 2008;Sax and Wartman 2010;Kiyama et al 2015). Since 2003, the University of Minnesota Parent Program has conducted a biannual survey of parental programs in colleges and universities across the U.S. to document trends in the types services provided.…”

Section: Higher Education Literature On Parental Involvementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…For instance, the Association for the Study of Higher Education (ASHE), which encompasses the professional and administrative realms of higher education, recently acknowledged parent's engagement as a partnership opportunity to best promote student outcomes and discussed many ways parents can be positively engaged (Kiyama et al 2015). However, a listing of multiple parental engagement behaviors is not equivalent to concisely characterizing the construct of parental involvement, and the authors themselves also report struggling with exactly how to best capture parental involvement in the college context (Kiyama et al 2015). The inaugural Oxford Handbook on Emerging Adulthood (Arnett 2015b) includes four chapters on family relations, one of which discusses the developmental context of the family and provides a thorough historical analysis of trends in parental involvement, including the effectiveness of this involvement (Fingerman and Yahirun 2015).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Parental Involvement During the College Transition: A Review and Suggestion for its Conceptual Definition

Lowe

Dotterer

2017

Adolescent Res Rev

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Section: Higher Education Literature On Parental Involvementmentioning

confidence: 99%

Section: Higher Education Literature On Parental Involvementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Parental Involvement During the College Transition: A Review and Suggestion for its Conceptual Definition

Lowe

Dotterer

2017

Adolescent Res Rev

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“…Mas pouco se sabe sobre as condições que os pais de língua espanhola nas escolas de imersão espanhola, onde provavelmente emprega-se menos perspectivas com características de déficit devido ao foco dado à linguagem cultura de seu modelo educacional. Por este motivo, este estudo pergunta: como o discurso do ambiente escolar molda as habilidades dos pais de língua espanhola para envolvê-los em uma escola primária de imersão em Without a doubt, parents and caregivers are central partners in their children's education (Kiyama et al, 2015; National School Climate Center, 2015), with recent and past federal policies encouraging parental and community engagement (Moles & Fege, 2011). It is widely accepted that schools must develop strong relationships with all families and make special efforts to engage with parents from traditionally marginalized groups (Thapa, Cohen, Guffey, & Higgins-D'Alessandro, 2013).…”

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Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”

Aguayo

Dorner

2017

EPAA

Self Cite

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Parent involvement in schools is often developed through one-way, deficit-oriented relationships, where information flows from schools to families and parents are perceived to lack some capacity or knowledge. However, little is known about the conditions facing Spanish-speaking families at Spanish language immersion schools, which presumably might employ fewer deficit perspectives due to the language and culture focus of their educational model. In turn, this study asked: How does school climate discourse shape Spanish-speaking parents' abilities to engage at a Spanish immersion elementary school (SIES)? Do parents enact relational power at SIES, and if so, how? Data analysis centered on school climate surveys completed by 19 Spanish-speaking mothers. Framed by Ecologies of Parental Engagement (EPE) and Foucault's concepts of power, the study ultimately examined not only parent perceptions, but also the research project and its own deficit-driven norms. Findings include: While parents reported trusting the school and teachers, many felt discouraged in Education Policy Analysis Archives Vol. 25 No. 112 2 SIES's climate. Some blamed their level of involvement on their own (lack of) language or ability. Analyses also explore how the language immersion school and design of the research project-despite good intentions-were not bridging the gap between hegemonic Englishspeaking society and Spanish-speaking families. The discussion then considers the implications for school climate, parent engagement policies, and research at diverse multilingual schools. Keywords: language immersion schooling, parent engagement, parent involvement policy, school climate, Thinking with Theory Examinando las percepciones de padres de familia emigrantes sobre el ambiente de una escuela nueva de inmersión de lengua: Un crítico análisis utilizando "Pensando con Teoría" Resumen: La involucración de padres de familia en las escuelas usualmente se desarrolla por medio de relaciones con sentido único y orientación déficit, donde la información fluye de escuela a familias y los padres son percibidos con falta de capacidad o conocimiento. Pero poco se sabe sobre las condiciones que los padres de familia hispanohablantes en escuelas de inmersión en español, donde presumiblemente pueden emplear menos perspectivas con características déficit debido a la lengua y el enfoque cultural de su modelo educacional. Por esta razón, este estudio pregunta: ¿Como el discurso del ambiente de la escuela forma las habilidades de los padres de familia hispanohablante para comprometerlos en una escuela primaria de inmersión en español (SIES)? ¿A caso los padres de familia promulgan poder relacional en SIES, y si es cierto, como lo hacen? Los análisis de datos fueron centrados en encuestas sobre el ambiente escolar de 19 madres de familia hispanohablante. Enmarcados por conceptos de Ecologías del Compromiso de Padres de Familia (EPE) y el concepto de poder por Foucault, este estudio examino no solo las percepciones de las madres, sino también sobre el mis...

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The Logic Underlying a Research‐Based College Access Program: Depicting the Theory of Change of the Princeton University Preparatory Program

Millett

Saunders

Kevelson

2018

ETS Research Report Series

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The Princeton University Preparatory Program (PUPP) is a high‐touch, intensive college access program aimed at providing a multiyear college preparation experience to high‐achieving, low‐income students in the Princeton, New Jersey, area. This report presents the theory of change and logic model of PUPP, detailing the theoretical basis for the expectation that PUPP inputs, resources, and activities will lead to the expected program outcomes, which include that program participants gain admittance to and graduate from selective colleges and universities providing comprehensive financial aid in the form of grants and scholarships.

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Parent and Family Engagement in Higher Education

Cited by 33 publications

References 131 publications

Parental Involvement During the College Transition: A Review and Suggestion for its Conceptual Definition

Parental Involvement During the College Transition: A Review and Suggestion for its Conceptual Definition

Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”

The Logic Underlying a Research‐Based College Access Program: Depicting the Theory of Change of the Princeton University Preparatory Program

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