Reinforcing Deficit, Journeying Toward Equity

Ishimaru, Ann M.; Torres, Kathryn E.; Salvador, Jessica E.; Lott, Joe; Williams, Dawn Michelle; Tran, Christine

doi:10.3102/0002831216657178

Cited by 92 publications

(45 citation statements)

References 50 publications

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“…Decades of research have yielded evidence of parental involvement as an important predictor of educational achievement (Wilder, 2014). The research stream on parental involvement has often pointed out the deficits of ethnic minority parents and presented them as hard to reach, inactive and lacking in cultural capital; more rarely has research considered how conventional efforts to support parental involvement may overlook the cultural resources of minority families (Ishimaru et al, 2016). Yosso (2005) challenges the way in which Bourdieu has commonly been invoked in educational research to affirm certain groups as "culturally poor", leading to efforts to promote equality by investing extra effort in children lacking such cultural capital.…”

Section: Parental Involvement and Emerging Notions Of Minority Culturmentioning

confidence: 99%

School–Muslim Parent Collaboration in Finland and Sweden: Exploring the Role of Parental Cultural Capital

Rissanen

2020

Scandinavian Journal of Educational Research

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This study explores head teachers' and cultural brokers' views of school-Muslim parent collaboration in Finland and Sweden. The data includes semi-structured interviews with school heads (n = 20) and Muslim cultural brokers (n = 16). The theoretical background leans on the theorizing of cultural capital originating from Bourdieu and on more recent conceptualizations of minority cultural capital. The results show major differences between head teachers in their views and practices, recognition of parental cultural resources correlating with open and active collaboration practices, perceptions of lack of parental capital with authoritative and inactive collaboration. Cultural brokers promote active collaboration and enhance the ability of Muslim immigrants to transform their cultural resources into cultural capital in school, thus resisting the reproduction of educational inequalities.

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Section: Parental Involvement and Emerging Notions Of Minority Culturmentioning

confidence: 99%

School–Muslim Parent Collaboration in Finland and Sweden: Exploring the Role of Parental Cultural Capital

Rissanen

2020

Scandinavian Journal of Educational Research

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“…Shared decision-making positions parents in leadership roles as fellow shapers of the school agenda, including policies and practices; however, this approach appears to be rare (Bertrand & Rodela, 2017), especially with working class parents (Rogers, Freelon, & Terriquez, 2012) and/or parents of color (Ishimaru et al, 2016). Instead, as research on parent workshops and parent-school interactions indicates, parents' role in improving their own children's learning often takes precedence.…”

Section: Schools Approach Parents In Conflicting Waysmentioning

confidence: 99%

“…Research suggests that parents' leadership and involvement in school decision-making benefits schools and is linked to improved academic outcomes and progress toward equity (Ishimaru, 2013;Mapp & Kuttner, 2013;Welton & Freelon, 2018). However, education policy and practice frame parents in contradictory ways, as not only decision makers but also learners who lack certain knowledge and skills (Auerbach & Collier, 2012;Ishimaru et al, 2016;Rodela, 2013). School principals, left to contend with these competing characterizations, may work with parents as partners in shaping school practices and policy (Ishimaru, 2013) or, in contrast, constrain possibilities for parents to do more than support the school's agenda (Fernández & López, 2017).…”

Section: Introductionmentioning

confidence: 99%

Elementary principals’ social construction of parents of color and working class parents: Disrupting or reproducing conflicting and deficit orientations of education policy?

Bertrand

Freelon

Rogers

2018

EPAA

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School principals, contending with competing characterizations of parents in education policy and society, may view parents in a number of ways. Two common understandings portray parents as authentic partners or, in contrast, simply supporters of the school’s agenda. This paper explores these characterizations by considering the possible link between principals’ understandings of parents and their approaches to parent engagement and/or shared decision making, especially in light of the ways that the social context and education policy construct parents of color and working class parents as deficient. We use the lens of social construction of target populations to add to the currently minimal literature that directly examines principals’ views of parents. We report findings of a multi-phase analysis of surveys of 667 elementary principals in the state of California and interviews with a subgroup of 34 of these principals. We explore how principals structured parent engagement and conceived of the goals and rationales for parent workshops, illustrating how they socially constructed the target population of parents, particularly parents of color and working class parents. We find that principals often constructed parents in terms of deficiencies and as needing to learn to better support school goals. Our findings have profound implications for advancing equity in schools.

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“…In some cases, barriers are more obvious and thus more comprehensible, such as for Indigenous people who may find mainstream services insufficiently culturally secure [13]; or for people from minority racial and ethnic groups faced with language barriers and beliefs and practices incongruous to their own [14,15]. However, other groups termed "marginalised", "hard-to-reach" or "underserved" also face "layers of vulnerability" [16] and cultural barriers due to social classifications such as disadvantaged status, gender and sexuality [17][18][19]. Rather than considering these citizens as "hard to reach", this study adopts the idea of "hardly reached" [20], placing the onus on service providers to consider the unseen socio-cultural boundaries which lead to services being hardly reached by some citizens.…”

Section: Introductionmentioning

confidence: 99%

Collaboration with community connectors to improve primary care access for hardly reached people: a case comparison of rural Ireland and Australia

Wallace

Farmer

White

et al. 2020

Preprint

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Background: This study presents a way for health services to improve service access for hardly reached people through an exploration of how staff can find and collaborate with citizens (referred to as connectors) who span socio-cultural boundaries in their community. The study explored the local socio-cultural contexts of connectors’ boundary spanning activities and if they are health related; boundary spanning occurring between connectors and health professionals at the interface of health systems and community; and the opportunities and barriers to actively seeking out and collaborating with community connectors to access marginalised and hardly reached people. Methods: We conducted a qualitative case comparison from rural Ireland and Australia. Following purposive snow-ball sampling techniques to recruit participants, semi-structured interviews were conducted with 34 community informants, 21 healthcare staff and 32 connectors. Transcripts were coded and analysed using an inductive approach to ascertain categories and overall themes. Results: We found a diverse sample of connectors relating to heterogenous, small and locally distinct groups of hardly reached people. Overall 26 connectors were active at the interface between health services and the community, with variation in how this occurred between cases. The majority (21) described one or more health related activities with hardly reached people. All connectors expressed a willingness to develop a relationship with local health services on issues they identified as relevant. Barriers to collaborations between connectors and health services related to bureaucracy, workload, and burnout. Conclusions: Collaborating with connectors has potential as one strategy to improve access to health services for hardly reached people. To enact this, health staff need to identify local socio-cultural boundaries and associated connectors, facilitate two-way connections at the boundary between health services and community and enable collaboration by attending to activities in the community, at the interface between health services and community, and within the health system.

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Reinforcing Deficit, Journeying Toward Equity

Cited by 92 publications

References 50 publications

School–Muslim Parent Collaboration in Finland and Sweden: Exploring the Role of Parental Cultural Capital

School–Muslim Parent Collaboration in Finland and Sweden: Exploring the Role of Parental Cultural Capital

Elementary principals’ social construction of parents of color and working class parents: Disrupting or reproducing conflicting and deficit orientations of education policy?

Collaboration with community connectors to improve primary care access for hardly reached people: a case comparison of rural Ireland and Australia

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