School Influences on Parents' Role Beliefs

Whitaker, Manya C.; Hoover‐Dempsey, Kathleen V.

doi:10.1086/671061

Cited by 59 publications

(49 citation statements)

References 86 publications

(74 reference statements)

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“…In addition, school staff and parents may hold differing and even conflicting expectations about parent involvement that can be the result of cultural, linguistic, socio-economic, and other differences (Anderson & Minke, 2007;Duchnowski et al, 2012;Fishman & Nickerson, 2015;Harry, 2008;Ice & Hoover-Dempsey 2011;Lawson, 2003;Whitaker & Hoover-Dempsey, 2013). For example, the parent involvement mandate with regards to the IEP has historically expected parents to be advocates for their children, yet advocacy is a uniquely U.S. expectation that requires the knowledge and skills of White, middle class values about equity and parent roles (Harry, 2002;Kalyanpur, Harry, & Skrtic, 2000;Lai & Vadeboncoeur, 2012).…”

Section: The Impact Of Cultural and Other Differences On Teacher Percmentioning

confidence: 99%

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Gonzales

Gabel

2017

IJME

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In the United States parental involvement is an important part of a child's education, and teachers often rely on parents to boost student achievement. This qualitative analysis employs a two-step process, first examining the data with regards to parental involvement and then using critical theories in education to examine the intersections between parental involvement findings and subtractive schooling practices in order to highlight how educational praxis, teacher perspectives, and school climate impact both parental involvement and school achievement for culturally and linguistically diverse (CLD) students.

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Section: The Impact Of Cultural and Other Differences On Teacher Percmentioning

confidence: 99%

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Gonzales

Gabel

2017

IJME

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“…Emerson et al (2012) state that parent involvement 3 within schools can act as a precursor to effective practices at home. There is also evidence to suggest that parents are more likely to be engaged in their child's learning at home when schools have high expectations for them to do so and provide commensurate practical support (Dauber & Epstein, 1989;Eccles & Harold, 1996;Parental Engagement Project Taskforce, 2011;Toldson & Lemmons, 2013;Whitaker & Hoover-Dempsey, 2013). Schools may be wellplaced to help build the capacity of parents by training them in aspects of the curriculum (Emerson et al, 2012, Fox & Olsen, 2014Parental Engagement Project Taskforce, 2011).…”

Section: Parent-school Partnershipsmentioning

confidence: 99%

“…A growing body of research suggests that for schools to successfully form partnerships with parents, a positive school climate is required (Gavidia-Payne, Denny, Davis, Francis, & Jackson, 2015;Goldkind & Farmer, 2013;Kaplan Toren & Seginer, 2015;Wallace 2013;Whitaker & Hoover-Dempsey, 2013). School climate is defined as the subjective experience of the quality and character of school life, as reflected in the norms, goals, values, relationships, organizational structure and methods of teaching and learning within the school (National School Climate Council, 2007).…”

Section: School Climatementioning

confidence: 99%

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Povey

Campbell

Willis

et al. 2016

International Journal of Educational Research

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In an increasingly globalised and technological world, job market success in developed countries such as Australia depends on the attainment of post-secondary qualifications. However, young Australians do not all have an equal opportunity to attain this necessary level of education. As it currently stands, approximately two-and-a-half years of schooling separates the achievement scores of students in the highest and lowest socioeconomic quartiles, and student achievement differs significantly according to location (e.g. rural or metropolitan) and cultural background. All Australian governments have recognised the need to increase quality and equity in Australian schooling and one of the key ways in which they are currently seeking to achieve this is through improving parent-school partnerships and parent engagement in child learning.The critical importance of engaging parents in their child's learning and building parent-school partnerships has been established in the international literature but research in the Australian context is limited. It is well documented that disadvantaged parents, which in Australia would include Indigenous parents and those from lower socio-economic statuses, tend to have lower levels of engagement in their child's school and learning, and face additional barriers to engagement when compared to more advantaged parents. Our results are consistent with these previous findings.Although Principals from disadvantaged schools were just as likely as those from more advantaged schools to report using a range of engagement strategies, they were significantly less likely to find many methods effective in involving parents in their school. Furthermore, a less positive culture of parent volunteerism was reported by P&C Presidents from disadvantaged schools. This suggests that those schools in which the children stand to gain the most from increasing levels of parent engagement, are the same schools finding their efforts to engage parents the least effective. These findings highlight the need to identify what does work in disadvantaged schools and to ensure that interventions are tailored to the specific needs of these schools, as applying uniform strategies across all schools may only compound the advantage of those already doing well. Principals in this study emphasised different barriers to parent involvement according to the school's level of advantage. Time-pressure factors such as work and family responsibilities were more likely to be identified in more advantaged schools, whereas parent factors such as a lack of interest and a lack of confidence, along with transportations problems, were more likely to be identified in disadvantaged schools. This information can be used to guide the future development of interventions.

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“…For the staff, it affects topics such as work engagement and satisfaction, along with the perceived occupational health (Gregory, Cornell, & Fan, 2012;Blömeke & Klein, 2013;Song, Kim, Chai, & Bae, 2014). For the parents, the level of participation and satisfaction towards the school are aspects also influenced by this construct (Goldkind & Lawrence, 2013;Whitaker & Hoover, 2013).…”

Section: Introductionmentioning

confidence: 99%

Characterization of School Climate Perception in Mexican Middle School Students

Solis¹,

Colunga-Rodríguez²,

Vázquez-Colunga³

et al. 2016

PSYCH

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School climate is a construct that shapes the interactions between school members and influences its development in different aspects. For the students, school climate perceptions have been linked to their academic, psychological, and behavioral development. Despite its relevance, there are only few studies of Mexican students exploring issues related to school climate. A transversal and descriptive study was developed. The 2211 participants were students from four public middle schools. They completed an adapted Spanish version of the MDS3 School Climate Survey, which was composed by 56 items that loaded onto three scales: engagement and school perception (α = .93), rules and equity (α = .90) and risk behavior (α = .92). The parents' consent was obtained through a waiver of active consent process. Frequencies, averages, standard deviation and Z-scores were calculated. Mann-Whitney U test and one-way analysis of variance (ANOVA) were used to explore differences in the school climate perceptions based on select student, familial, and school characteristics. Survey results were categorized into a three-level scale using Z-scores (low, medium, high). More than 10% of the participants scored in the low level, corresponding to a negative perception, while for the high level, the student connectedness subscale obtained one of the highest percentages (21.2%), followed by the Risk behavior scale (20.3%) and the school rules subscale (20.3%). There were statistically significant differences found in the school climate perception for gender, age, mother school level and school shifts (i.e., AM vs. PM) variables. We can conclude that a high percentage of the participants have a negative perception of school climate and 1563consider that there are risk behaviors among the students in their schools. There were several significant differences in the school climate perceptions by sociodemographic, familial and school variables.

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School Influences on Parents' Role Beliefs

Cited by 59 publications

References 86 publications

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Characterization of School Climate Perception in Mexican Middle School Students

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