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This paper investigates the contributions of the school and of the family to the success of children from exogamous families at Ecole Emilie-Tremblay. Three areas of parental involvement are defined: academic, sociocultural and political. To explore the parent's influence within each of these areas, interviews with exogamous parents and questionnaires for students were designed accordingly. The contributions of the school are analysed in terms of adaptation to its clientele. Interviews with the principal, the teachers and trustees of the French school board were conducted. The findings are expressed in terms of family and school patterns. Interpretations as to how exogamous parents are contributing to their child's education in the light of their first language are revealed. Questions are raised about the danger of forming semi lingual adults if neither the English nor the French language is mastered. Different avenues to adapt to exogamous families and support students are explored.
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Recent research identifies increased parent involvement in education as a promising method to bolster student achievement. Statistics show that while many traditional white, middle class families have found ways to be involved with their children's schooling, our nation now needs to find ways to include more minority parents in their children's education. Most educators and parents would agree that minority parent involvement in education is essential; the mechanics of developing sensitive, realistic, and workable home-school relationships are more elusive. It requires a concerted effort by all involved to understand more about the complex parent-school relationship and to develop specific plans to help families. This comprehensive volume features substantial material from the nation's most renowned research projects on parent involvement--Stanford University's Center for the Study of Families, Children and Youth, the Johns Hopkins University's Center for Research on Elementary and Middle Schools, the Southwest Educational Development Laboratory, and the National Catholic Education Association. In addition to a section on research, the book includes a section on practice that presents research-tested strategies on working with minority parents (Asian, American Indian, Hispanic, African American, and other minority groups). The book concludes with a section on future challenges that educators must confront and appendices on promising national programs and helpful resource materials.
[Author abstract] The purpose of my research study was to describe minority parents' perceptions of how they overcame challenges, sustained involvement, and remained highly involved in their child's education. Participants' perceptions were viewed through the theoretical frameworks of appreciative inquiry, positive psychology (Seligman, 1998) and humanistic psychology (Maslow, 1943). A qualitative descriptive multi-case study research design applied appreciative inquiry theoretical research perspective to describe the minority parent's perceptions of how they overcame challenges, sustained involvement, and remained highly involved in their child's education. An appreciative inquiry theoretical research perspective centers on the positive core of experiences held by participants. The multiple case study design was selected for utilizing more than one case for evidence and data, thus strengthening the study and increasing its external validity (Yin, 2003). Data were collected through focus groups interviews, and document review. Data were analyzed using pattern matching, the constant-comparative method and CATPAC, a text analysis software designed to show relationships among words. The analyzed data revealed six findings: Six salient findings were derived from my data analysis: (1) Native American and African American parents identified involvement strategies to improve their child's education; (2) African American parents believed there were issues related to minority relationships within the school and community; (3) Native American and African American parents set expectations for their children; (4) Native American and African American parents expressed pride in their children's accomplishments; (5) Native American and African American parents linked family values to their role and responsibility as a parent; (6) Native American and African American parents linked teacher care and respect for their child to the child's success. These findings validate that Native American and African American parents desire to be and can be as successful as any other minority or non-minority parents, at being involved in their children's education. This group of highly involved parents offered several effective strategies for sustaining involvement in their child's education. Communication strategies and recognition for what is important in dealing with school personnel has facilitated these parents in their quest to support and help their child through their educational careers. Both Native American and African American parents demonstrated that a belief system centered on the modeling of core and family values, including instilling the value of an education has proven to be effective positive acts for their children and families. A strong, positive, and optimistic belief system as well as a learned ability for effectively interacting with the school system has facilitated these parents in overcoming challenges and obstacles other minority parents often face. I hope that the findings from this study can contribute to furthering an awareness of, and inspiring future research for minority parent involvement in our schools, as well as opening doors to practice and policy changes facilitating the education of children who greatly need to achieve at higher levels in our schools.
This book addresses the complications and implications of parental involvement as a policy, through an exploratory theoretical approach, including historical and sociological accounts and personal reflection. This approach represents the author's effort to understand the origins, meanings, and effects of parental involvement as a prerequisite of schooling and particularly as a policy 'solution' for low achievement and even inequity in the American educational system. Most of the policy and research discourse on school-family relations exalts the partnership ideal, taking for granted its desirability and viability, the perspective of parents on specific involvement in instruction, and the conditions of diverse families in fulfilling their appointed role in the partnership. De Carvalho takes a distinct stance. She argues that the partnership-parental ideal neglects several major factors: It proclaims parental involvement as a means to enhance (and perhaps equalize) school outcomes, but disregards how family material and cultural conditions, and feelings about schooling, differ according to social class; thus, the partnership-parental involvement ideal is more likely to be a projection of the model of upper-middle class, suburban community schooling than an open invitation for diverse families to recreate schooling. Although it appeals to the image of the traditional community school, the pressure for more family educational accountability really overlooks history as well as present social conditions. Finally, family-school relations are relations of power, but most families are powerless. De Carvalho makes the case that two linked effects of this policy are the gravest: the imposition of a particular parenting style and intrusion into family life, and the escalation of educational inequality. Rethinking Family-School Relations: A Critique of Parental Involvement in Schooling--a carefully researched and persuasively argued work--is essential reading for all school professionals, parents, and individuals concerned with public schooling and educational equality.
This book is based on the premise that schools and parents need to work together for the social, emotional, cognitive and academic development of children. While the school provides a leadership model, parents act as reinforcers of learning and prime movers in their children's education. The authors emphasize throughout the book that parents and educators need to celebrate the pleasure of teaching. In clear and accessible language, this work presents theories on learning and human relations. It then charts and reviews the important components of a successful school-parent partnership, giving specific recommendations on the best way to involve diverse groups of parents. Chapters are: US Families in the Context of Change; The African American Experience in Family Context; The Hispanic American Experience in Famiy Context; The Asian American Experience in Family Context; Communities of Education: Concepts Defined; Empowerment for all Parents; Required: A Positive Self-Concept; Successful Schools: A Parents' and Educators' Partnership; Successful Students: Ability, Effort and Parental Involvement; Parents: First and Most Important Teachers; Recommendations for the Improvement of Parental School Involvement; Advocacy for School and Home Partnership; author and subject indexes.
This translation of the proceedings of the international conference organised by the Centre for Gypsy Research & held in Carcassonne in 1989 provides a vivid picture of action research into the education of Gypsy & Traveller children in Belgium, France, Germany, Greece, Ireland, Italy, Netherlands, Portugal, Spain & the UK.
This book explores research on processes that influence family-school partnerships in support of student learning and education. It highlights research related to culture, contexts, and development as families and schools work together to promote smooth transitions and academic achievement. The volume discusses research related to family and community engagement with schools, and describes the various mechanisms by which partnerships may support students’ long-term developmental outcomes and success beyond school. Each chapter sets forth a forward-thinking research agenda aimed at further understanding and implementing the processes by which family-school partnerships promote children’s healthy adjustment. In addition to examining critical and emerging issues, this unique book also provides robust strategies, data, and rationales across the following areas: Cultural processes and the connections among home, school, and community. Family-school relationships during adolescence. Achievement mediators of family engagement in children’s education. Continuities and consistencies across home and school systems. Uncovering processes and pathways in family-school research. Strengthening networks and attachments to promote child development. Processes and Pathways of Family-School Partnerships Across Development is a must-have resource for researchers, scientist-practitioners, and graduate students in child and school psychology, educational policy and politics, family studies, developmental psychology, sociology of education, and other interrelated disciplines.