Untapped Resources: Black Parent Engagement That Contributes to Learning

Autor/inn/en	Latunde, Yvette; Clark-Louque, Angela
Titel	Untapped Resources: Black Parent Engagement That Contributes to Learning
Quelle	In: Journal of Negro Education, 85 (2016) 1, S.72-81 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.85.1.0072
Schlagwörter	Parent Participation; Achievement Gap; Academic Achievement; Equal Education; African American Students; Elementary School Students; Secondary School Students; Family Environment; Parent School Relationship; Parent Child Relationship; Parents as Teachers; Educational Opportunities; Community Resources + Suchen Sie Ihr Suchwort? Elternmitwirkung; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sekundarschüler; Familienmilieu; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Bildungsangebot; Bildungschance
Abstract	Conversations around the achievement gap are often centered on what parents and students can do to close it. Overall school leaders have not made the achievement of Black students a priority, but it continues to be a priority for Black parents. Despite the vast research on parental involvement, little is known about the specific contributions of Black families to student learning. This study surveyed 130 parents/guardians of Black K-12 students throughout the United States to identify the strategies and resources they use in engaging with their children's education. The families exhibited high rates of supporting learning at home, communicating with schools, and providing educational experiences in the community. Participants reported using two types of resources: programs and organizations geared specifically to Black students and their parents and social interactions through friends, parents, and the Internet. School personnel may improve communication and collaboration with Black parents by revisiting policy and restructuring engagement programs to incorporate this information. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01