The Voices of Parents: Rethinking the Intersection of Family and School

Smrekar, Claire; Cohen‐Vogel, Lora

doi:10.1207/s15327930pje7602_5

Cited by 96 publications

(59 citation statements)

References 17 publications

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“…In previous research, some of the barriers parents identified as hindering their involvement in their children's education included limited education, lack of knowledge, limited skills and resources, limited English language proficiency, and time constraints (Al-Hassan & Gardner 2002;Barton et al, 2004;Musti-Rao & Cartledge, 2002;Smrekar, & Cohen-Vogel, 2001;Turney & Kao, 2009;Wherry, 2004a). These were also factors that parents identified as influencing their ability to participate in their children's education in this research.…”

Section: Perceptions Of Support /Barriersmentioning

confidence: 99%

An Analysis of Haitian Parents' Perceptions of Their Children With Disabilities

Gregoire¹,

Cramer

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Section: Perceptions Of Support /Barriersmentioning

confidence: 99%

An Analysis of Haitian Parents' Perceptions of Their Children With Disabilities

Gregoire¹,

Cramer

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“…In the literature on parental support, new work is emerging on the experiences of minority and immigrant families in the education of their children (Smrekar & Cohen-Vogel 2001). According to the study by Taliaferro, DeCuir-Gunby and Kara (2009), immigrants from certain cultures struggle to assimilate into their new culture.…”

Section: Parent Involvement or Parent Support?mentioning

confidence: 99%

Initiating a different story about immigrant Somali parents’ support of their primary school children’s education

Daniels

2017

SAJCE

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<span>The ability of parents to nurture and support their children during their primary school years is considered to be fundamental for the child’s development and learning. Teachers and educational psychologists assign great prominence to parental involvement as a tool to advance educational success for children, especially for those who are faced with disadvantages. In the past two decades, we have seen South African schools radically shifting from being racially and ethnically homogenous to becoming culturally, ethnically and linguistically heterogeneous. It is especially the schools in the lower socioeconomic areas that find themselves under tremendous pressure to serve their growing immigrant school population. Not enough is known about the cultural capital that lies embedded in these learners’ home contexts and the roles that their parents play in their education. In this manuscript, I investigate the potential intersectionality of school and home and critique the affiliation between teachers and immigrant parents as an important dimension of learning success in the primary school. I situate the discussion in a community school with a strong Somali immigrant population.</span>

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“…Similarly, Friedel (1999) found that Indigenous parents accepted that schoolteachers and administrators were "experts" who knew what was best for their children. Smrekar and Cohen-Vogel (2001) suggested replacing a "support model" with a "partnership model" in which parents and teachers partner to build stronger school communities and families. This may be helpful in deconstructing existing perceptions that shape and delimit school-community interactions.…”

Section: Parent Engagement As a Determinant Of Educational Successmentioning

confidence: 99%

Exploring the Intersection of Education and Indigenous Status from a Social Determinants of Health Perspective: Parent and Family Engagement in Secondary School in Nunavik

Ives

Sinha²

2016

iipj

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In Canada, Indigenous Peoples' health and wellbeing is linked with the legacies of colonization. A social determinants of health model shifts focus from individual-level health contexts to broader socioeconomic, cultural, and environmental conditions associated with population health outcomes. Education is a key social determinant of health, closely tied to both positive health outcomes and socioeconomic status. In communities across Canada, educational success remains out of reach for disproportionately large numbers of Indigenous youth and adults. This qualitative study examined the intersection of two social determinants of health-Indigenous status and education-by exploring educational engagement in secondary school for Inuit parents and families, secondary school students, educators, and other Inuit community members in an Inuit community in Nunavik, northern Quebec.

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The Voices of Parents: Rethinking the Intersection of Family and School

Cited by 96 publications

References 17 publications

An Analysis of Haitian Parents' Perceptions of Their Children With Disabilities

An Analysis of Haitian Parents' Perceptions of Their Children With Disabilities

Initiating a different story about immigrant Somali parents’ support of their primary school children’s education

Exploring the Intersection of Education and Indigenous Status from a Social Determinants of Health Perspective: Parent and Family Engagement in Secondary School in Nunavik

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