Identifying and Decreasing Barriers to Parent Involvement for Inner-City Parents

Autor/inn/en	Williams, Terrinieka T.; Sanchez, Bernadette
Titel	Identifying and Decreasing Barriers to Parent Involvement for Inner-City Parents
Quelle	In: Youth & Society, 45 (2013) 1, S.54-74 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X11409066
Schlagwörter	Academic Achievement; Grade Point Average; School Personnel; Standardized Tests; Parent Participation; Parent School Relationship; Identification; Barriers; Scores; Role; Family School Relationship; Interviews; African Americans; Urban Areas; Time; Economic Factors; Knowledge Level; Correlation; High Schools; Parent Attitudes; Teacher Attitudes; Educational Planning + Suchen Sie Ihr Suchwort? Schulleistung; Schulpersonal; Standadised tests; Standardisierter Test; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Identifikation; Identifizierung; Rollen; Interviewing; Interviewtechnik; Afroamerikaner; Urban area; Stadtregion; Zeit; Ökonomischer Faktor; Wissensbasis; Korrelation; High school; Oberschule; Elternverhalten; Lehrerverhalten; Bildungsplanung
Abstract	Previous studies demonstrate the positive effects of parental involvement on student grade point averages (GPAs), standardized tests scores, and other academic outcomes. Because of the positive role of parental involvement on youth academic achievement, many parents and school personnel desire more collaboration between the family and the school. However, obstacles often arise prohibiting such positive interactions, especially for inner-city African American parents. In this study, parents and school personnel at a predominantly African American inner-city high school completed in-depth interviews regarding the barriers to involving parents in their children's education. Parents and school personnel identified barriers that fit into four descriptive categories: (a) time poverty, (b) lack of access, (c) lack of financial resources, and (d) lack of awareness. Suggestions for decreasing barriers were also discussed. Findings suggest that taking family context into consideration during the planning phases of school-based programs and events improve parental involvement. Implications and recommendations for practitioners are discussed. (Contains 3 tables and 1 note.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10