Experiences of Parental Involvement in Privileged and Underprivileged Schools

Autor/inn/en	Manilal, R.; Jairam, V.
Titel	Experiences of Parental Involvement in Privileged and Underprivileged Schools
Quelle	In: South African Journal of Education, 43 (2023) 3, Artikel 2201 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Manilal, R.) ORCID (Jairam, V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Parent Participation; Parent School Relationship; Disadvantaged Schools; Socioeconomic Status; Elementary Schools; Parent Role; South Africa + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Socio-economic status; Sozioökonomischer Status; Elementary school; Grundschule; Volksschule; Parental role; Elternrolle; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the study reported on here we looked at experiences of parental involvement in schools in Phoenix, KwaZulu-Natal. The objectives of the study were to determine how parents were involved in schools and what their experiences were. The study was guided by Epstein's Theory of Overlapping Spheres. A qualitative research approach within an interpretivist paradigm was followed. A multiple case design was used and the schools were drawn from privileged and underprivileged contexts in Phoenix. The methodology employed to generate data was the semi-structured interview, followed by an open-ended questionnaire completed by the participants. The sample of participants comprised 3 parents and 3 teachers from each of the 2 schools. Thematic analysis was used to analyse the data. The findings show that parents from both privileged and underprivileged communities were concerned about and employed a variety of strategies to get involved in their children's education, both academically and socially. Although parents from both schools participated in school events, the level of their participation differed, with the parents from the privileged schools being more involved than parents from the underprivileged school. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01