Pathways to Parental Engagement: Contributions of Parents, Teachers, and Schools in Cultural Context

Autor/inn/en	Rattenborg, Karen; MacPhee, David; Walker, Aimée Kleisner; Miller-Heyl, Jan
Titel	Pathways to Parental Engagement: Contributions of Parents, Teachers, and Schools in Cultural Context
Quelle	In: Early Education and Development, 30 (2019) 3, S.315-336 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1526577
Schlagwörter	Parent Participation; Rural Schools; Kindergarten; Grade 1; Grade 2; Expectation; Family School Relationship; American Indians; Parent Attitudes; Teacher Attitudes; Parent Role; Teacher Role; Interpersonal Competence; Academic Achievement; Parent Teacher Cooperation; Interpersonal Communication; Educational Environment; Ethnicity; Barriers + Suchen Sie Ihr Suchwort? Elternmitwirkung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Expectancy; Erwartung; American Indian; Indianer; Elternverhalten; Lehrerverhalten; Parental role; Elternrolle; Lehrerrolle; Interpersonale Kompetenz; Schulleistung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonale Kommunikation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnizität
Abstract	Research Findings: This study examined correlates of parents' reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family-school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other's roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children's academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent-teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent-teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents' involvement in supporting their children's early education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01