Parental Involvement on Children’s Education

Ho, Esther Sui Chu; Kwong, Wai-Man

doi:10.1007/978-981-4021-99-9

Cited by 16 publications

(6 citation statements)

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“…Thus, despite their unequal positions as actors in the field, determined by their unequal possession of economic, cultural and social capital, it may be posited that their habitus is a stronger predictor of equitable social practice than capital. This concurs with Ho and Kwong's (2013) empirical study on Hong Kong parental involvement practices. Following Coleman (1988), these dispositions can also be interpreted as a form of social capital that can motivate children to do well in schools irrespective of their SES.…”

Section: Resultssupporting

confidence: 90%

The Issue of Equity and Quality of Education in Hong Kong

Lee

Manzón

2014

Asia-Pacific Edu Res

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Equity and Quality' is an emerging terminology that focuses on the quality of education rather than on 'excellence'. The global policy discourse is turning towards levelling up educational quality for all. The Organization for Economic Cooperation and Development (OECD) 2012 report entitled Equity and Quality in Education: Supporting Disadvantaged Students and Schools claimed that the highest performing education systems (HPES) across OECD countries are those that combine high quality and equity. In such education systems, the vast majority of students can attain high level skills and knowledge that depend on their ability and drive, more than on their socio-economic background. Paradoxically, among the HPES are three East Asian systems-China, Hong Kong and Singapore-characterized by a huge income disparity between the rich and the poor with their above-40 Gini indices. Nevertheless, their high average scores in PISA 2009 illustrate that the average quality of education in respect to learning outcomes provided in these education systems are of a very high quality which benefits the whole population regardless of the socio-economic conditions of the students. How can these seemingly contradictory claims and evidences be explained? Can educational equity and quality co-exist within a highly unequal society? This article attempts to offer some explanations taking Hong Kong as an illustrative case. Employing Bourdieu's logic of practice, the article argues that both cultural habitus and structural contexts account for the achievement, albeit contested, of educational equity and quality in Hong Kong.

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Section: Resultssupporting

confidence: 90%

The Issue of Equity and Quality of Education in Hong Kong

Lee

Manzón

2014

Asia-Pacific Edu Res

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“…A final set of strategies pertains to schools that can play an important role in addressing challenges from non-standard work schedules. While the importance of parental involvement has been recognized in Hong Kong ( Ho and Kwong, 2013 ; Wu and Sun, 2020 ), school administrators often request parental involvement without taking into consideration the workplace needs of working parents. In an effort to accommodate working parents’ needs, for example, schools may consider offering daytime and evening slots when holding parent–teacher conferences.…”

Section: Discussionmentioning

confidence: 99%

Parenting in a 24/7 Economy: Mothers’ Non-standard Work Schedules and Involvement in Children’s Education

2022

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Evidence suggests that parental involvement in children’s education has a positive impact on children’s educational achievements and wellbeing outcomes. The trend toward 24/7 economies has obliged many mothers to work non-standard schedules (i.e., schedules outside traditional daytime, Monday–Friday work schedules). This has raised concerns over how non-standard work schedules affect parenting behaviors, including paternal involvement in children’s education. Using data from mothers of young children (age 5–6) in Hong Kong (N = 433), this study examined the association between maternal work schedules and involvement in children’s home and school activities. The results of structural equation modeling found that weekend work was associated with lower levels of home-based involvement. By contrast, working non-standard hours was linked with higher levels of school-based involvement. This pattern suggested that non-standard work schedules could make it either easier or harder for mothers to balance work and family responsibilities, depending on the circumstances (i.e., whether they work non-standard hours or weekends). These findings, indicating that the effects of non-standard work schedules are not uniformly negative or positive, warrant sophisticated policy efforts to address the potential adverse effects of non-standard work schedules and avoid undermining their potential to be used as a family-friendly option.

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“…In another study, a parent coaching program that focused on dialogic reading, early literacy activities, or early numeracy games resulted in improved children’s skills in the specific domain targeted ( Dulay et al, 2019 ). Finally, a combined family math program in Singapore, which involved both parent workshops and a parent newsletter, resulted in the greatest gains in math scores compared to a workshop-only, newsletter-only, or control condition ( Ho, 2007 ). However, no treatment effects were observed on parental involvement, encouragement, and confidence outcomes.…”

Section: Can Family-based Interventions Improve Home Environments Andmentioning

confidence: 99%

Home Literacy and Numeracy Environments in Asia

et al. 2021

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The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.

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Parental Involvement on Children’s Education

Cited by 16 publications

References 0 publications

The Issue of Equity and Quality of Education in Hong Kong

The Issue of Equity and Quality of Education in Hong Kong

Parenting in a 24/7 Economy: Mothers’ Non-standard Work Schedules and Involvement in Children’s Education

Home Literacy and Numeracy Environments in Asia

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