Collaborative Partnerships between High Poverty and Minority Parents and Educational Leaders: Reversing the School and Home Divide

Autor/in	Robinson, Dwan Vanderpool
Titel	Collaborative Partnerships between High Poverty and Minority Parents and Educational Leaders: Reversing the School and Home Divide
Quelle	In: Journal for Multicultural Education, 11 (2017) 1, S.2-18 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-11-2015-0035
Schlagwörter	Partnerships in Education; Poverty; Minority Groups; Educational Administration; Family School Relationship; Qualitative Research; Parent Participation; Parent Surveys; Teacher Surveys; Content Analysis; Transformational Leadership; Leadership Role; Federal Legislation; Educational Policy; Elementary Secondary Education; Focus Groups; Semi Structured Interviews; Participant Observation; Parent School Relationship; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Armut; Ethnische Minderheit; Bildungsverwaltung; Schuladministration; Schulverwaltung; Qualitative Forschung; Elternmitwirkung; Inhaltsanalyse; Bundesrecht; Politics of education; Bildungspolitik; Teilnehmende Beobachtung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	Purpose: This paper aims to explore parent and school leader partnerships to engage high poverty and minority families against the backdrop of transformative educators fulfilling federal policy advice on parent involvement in schools. Policies encouraging school and home collaboration are considered in an urban school district. Design/methodology/approach: Qualitative methods explore perspectives of parents and educators regarding parent engagement supporting student advancement. Data collection includes individual and group interviews, document analysis and observations. Findings: Findings suggest that federal policy encouraged collaboration between parents and educational leaders. District initiatives contextualized parent involvement models of school home collaboration. Parents believe parental engagement is essential for student advancement but are uncertain about how to participate. Opportunities exist for transformative leadership in the district and schools. Research limitations/implications: Research implications suggest that policy can be a catalyst for parent involvement activities. Parents learn that opportunities exist for them to support children in schools and that educational leaders can be partners and advocates. Understandings are extended for educational leaders regarding parents as collaborators supporting students. Finally, policy makers are urged to be mindful in crafting legislation about school home partnerships. Originality/value: This paper fills literature gaps about parent and educational leader collaboration in advancing parental involvement. Educational leaders are in prime positions to cultivate trusting linkages with high poverty and minority parents by sharing advocacy for students. Transformative educational administrators who strive for equity in schools can further school home alliances. Policy can present opportunities for educators to embrace parental involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01