Identifying Characteristics in Low SES and Bicultural Parent Groups That Enhance Their Capacity to Enact Successful Change

Autor/in	Rosenquist, Karen L.
Titel	Identifying Characteristics in Low SES and Bicultural Parent Groups That Enhance Their Capacity to Enact Successful Change
Quelle	(2013), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Self Efficacy; School Personnel; Change Agents; Educational Change; Economic Status; Parent Participation; Parent School Relationship; Socioeconomic Status; Individual Characteristics; Low Income Groups; Principals; Interviews; Language Proficiency; Parent Role; Biculturalism; California + Suchen Sie Ihr Suchwort? Schulleistung; Self-efficacy; Selbstwirksamkeit; Schulpersonal; Bildungsreform; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Socio-economic status; Sozioökonomischer Status; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Principal; Schulleiter; Interviewing; Interviewtechnik; Language skill; Language skills; Sprachkompetenz; Parental role; Elternrolle; Bikulturalität; Kalifornien
Abstract	The relationship between bicultural parents, low socio-economic parents and the public school system is made tenuous in large part by cultural disparities between school officials and parents. The greater the disparity, the more likely parent groups are to be silenced and the more likely they are to refrain from the role of change agents or advocates for school reform. To contemplate what it takes for these disadvantaged parent groups to enact changes they desire at the school or district level, this study culls from research on in several areas of academic literature: parent involvement and student achievement, community organizing, and change management. Each of these areas of research offers insights on how success change is enacted; the characteristics and the attributes groups must have in order to bring about desired changes to processes and outcomes. Parent leaders and principals from low socio-economic status considered to be change agents in their community were interviewed. Their insights reinforce the literature, commenting on the nature of relationship parents and school and the nature of change. Open-ended questions relating to the nature of changes undertaken, the efficacy of tactics employed, and perceived deficit thinking on the part of parents and school personnel are addressed. Results indicated that self-efficacy and competence in the English language are key characteristics of parent groups with high levels of engagement. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10