Review: The Power of Parents: A Critical Perspective of Bicultural Parent Involvement in Public Schools by Edward M. Olivos

Reynolds, Rema

doi:10.5070/d432000596

Cited by 12 publications

(17 citation statements)

References 5 publications

(5 reference statements)

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“…Literature on parent involvement (Brown & Beckett, 2007;Ingram, Wolfe, & Lieberman, 2007;Jeynes, 2003;Lareau, 2000Lareau, , 2003Okagaki & Frensch, 1998;Schneider & Lee, 1990) has found parents' engagement in mainstream, minority, and at-risk children's schooling positively affects student achievement, which explains why schools accept this assumption as true and valuable (Pomerantz & Moorman, 2007). However, other research (Brantlinger, 2003;Lareau, 2000;Olivos, 2006) has suggested that not all students, families, and schools are equal or treated equally by society, differences that matter when schools engage families. First, cultural factors can have a significant effect on parent involvement or student performance.…”

Section: Traditional Assumption 1: Parent Involvement Will Results In...mentioning

confidence: 99%

“…More recently, grassroots organizing has helped immigrant parents gain a stronghold on improving the quality of their children's education (Delgado-Gaitán, 2001;Gold, Simon, & Brown, 2005;Mitra, 2006;Oakes & Rogers, 2006;Olivos, 2006). These organizations were driven by a desire for parents to improve their education as well as the awareness that schools were not providing quality learning environments.…”

Section: Traditional Assumption 3: If Parents Do Not Participate They...mentioning

confidence: 99%

“…On the other hand, families' power lies strictly in the domain of the home-this is particularly true of immigrant families who may have issue with unauthorized entry or residency. In the context of parent involvement, schools seek to implement collaboration with parents without acknowledging the power and privilege they have over families (Auerbach, 2007;de Carvalho, 2001;Lareau & Horvat, 1999;Olivos, 2006) or without acknowledging the ways in which they may undermine them (Abrams & Gibbs, 2002;Valdés, 1996). Further, most schools implement parent involvement as a means to an end-increasing test scores to attain federal and state funding.…”

mentioning

confidence: 99%

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Inclusive Approaches to Parent Engagement for Young English Language Learners and Their Families

Chavez-Reyes

2010

Teachers College Record: The Voice of Scholarship in Education

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Parent involvement today is accepted in educational circles and across most communities as necessary for student success. Studies have shown that engaged and active parent involvement in the schooling of children heightens a sense of belonging and improves children's academic and behavioral performance. However, the literature also depicts that schools' conception, design, and implementation of parent involvement programs can defeat their purposes, as the traditional unidirectional program design disenfranchises parents from nontraditional backgrounds (i.e., other than White, educated middle class). For this reason, scholars have argued for collaborative parent involvement programs for minority students and English language learners' (ELLs) families to improve their academic success. Despite the trend toward collaboration, students' home languages and culture continue to be seen as a liability in the learning process; this sentiment has created a backlash position that claims children have a linguistic (human) right to retain their language, even when learning in school.Schecter and Cummins (2003) used the term "inclusive" as an alternative to these arguments, since "it highlights the interests of the entire society rather than those of a particular minority group and, in so doing, transcends the 'us' versus 'them' mentality that characterizes much of the debate" on ELLs in public schools (p. 5). In the introduction of Inclusive Pedagogy, Verplaetse and Migliacci (2008) listed the tenets of inclusive

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Section: Traditional Assumption 1: Parent Involvement Will Results In...mentioning

confidence: 99%

Section: Traditional Assumption 3: If Parents Do Not Participate They...mentioning

confidence: 99%

mentioning

confidence: 99%

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Inclusive Approaches to Parent Engagement for Young English Language Learners and Their Families

Chavez-Reyes

2010

Teachers College Record: The Voice of Scholarship in Education

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“…Although the languages, literacies, and cultural practices of Latinx families are persistently undervalued in US schools (Colegrove, 2019;Olivos, 2006;Volk, 2021), a robust body of research explores the rich literacy practices and pedagogies of the home (Delgado Bernal, 2001) that Latinx families may draw upon in their daily lives. Reese (2012) explored Mexican families' storytelling practices, highlighting the importance of intergenerational storytelling and genres such as family anecdotes, horror stories, and folktales.…”

Section: Latinx Family Literacies and Pedagogies Of The Homementioning

confidence: 99%

“I bring them here to tell their stories”: Transnational Latina mothers' critical literacy practices in an intergenerational storytelling workshop

Gonzales

Machado

Plitkins

2023

J Adolescent & Adult Lit

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Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explored how mothers in the workshop served as critical literacy pedagogues by writing, reading, and redesigning the workshop space in ways that asserted agency, fostered intergenerational learning, and pushed back against deficit narratives. We offer insights from the workshop experience to suggest ways in which educators, both in family literacy and K–12 settings, can learn from and partner with transnational parents.

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“…A more recent approach to collaboration has been to collaborate with families in an equitable manner that involves family capacity-building, relationship-building, and systemic capacity-building efforts (Ishimaru, 2017). This process, referred to as "transformative equitable collaboration" (Ishimaru, 2017, p. 2), moves away from deficit-based strategies (Ishimaru, 2017;Olivos, 2006) toward equitable interactions to promote transformative educational change (Ishimaru, 2017). It further recognizes cultural wealth that is present in all neighborhoods (Yosso, 2005) and repositions leadership as a collective effort (Bertrand & Rodela, 2018).…”

Section: Transformative Equitable Collaboration: a Move Away From Def...mentioning

confidence: 99%

TeleNGAGE: Enhancing Collaboration Between Families and Schools

Curry

Olsen

et al. 2023

CIE

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Findings in the literature strongly support the importance of family engagement in education. However, effective partnerships between families and schools are rare, especially in ethnically diverse communities where families may lack efficacy or face structural challenges for engagement. Additionally, educator perspectives toward engagement are often framed by White, middle-class paradigms. Educators often fail to acknowledge structural challenges faced by low-income families or the cultural contributions low-income and/or minoritized families can bring. To facilitate engagement between families and schools, a new ECHO® line, TeleNGAGE, was developed at Oklahoma State University, Educational Leadership program. ECHO®, traditionally used in the field of medicine, has utility for professional development for educators because it offers a platform for case-based learning where real problems are addressed in real-time. Additionally, didactic presentations provide professional development for collaborative learning. Through the lens of Communities of Practice (CoP), this qualitative case study explores how relationships between families and schools changed as a result of participation in TeleNGAGE. Tenets of CoP, negotiated meaning, mutual engagement, and a shared repertoire, support a collaborative approach to addressing complex problems. Findings suggest that a CoP has emerged through TeleNGAGE and has resulted in changes in perspectives across families and educational leaders about “what it means to be engaged,” enhanced family efficacy for engagement, and changes in engagement practice as family voice has expanded through sharing of concerns/perspectives. These findings have important implications for equitable engagement in a convenient, cost-free environment where educators and families can communicate and develop mutually supportive understandings and practices.

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Review: The Power of Parents: A Critical Perspective of Bicultural Parent Involvement in Public Schools by Edward M. Olivos

Cited by 12 publications

References 5 publications

Inclusive Approaches to Parent Engagement for Young English Language Learners and Their Families

Inclusive Approaches to Parent Engagement for Young English Language Learners and Their Families

“I bring them here to tell their stories”: Transnational Latina mothers' critical literacy practices in an intergenerational storytelling workshop

TeleNGAGE: Enhancing Collaboration Between Families and Schools

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