Barriers to Parental Involvement in Education: An Explanatory Model

Autor/inn/en	Hornby, Garry; Lafaele, Rayleen
Titel	Barriers to Parental Involvement in Education: An Explanatory Model
Quelle	In: Educational Review, 63 (2011) 1, S.37-52 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
Schlagwörter	Rhetoric; Parent Participation; Parent School Relationship; Political Issues; Barriers; Parent Attitudes; Family Influence; Social Class; Racial Differences; Ethnicity; Gender Differences; Age Differences; Student Characteristics; Disabilities; Learning Problems; Academically Gifted; Behavior Problems; Parent Teacher Cooperation; Social Influences; Economic Factors; Models; Teacher Attitudes; Language Usage; Foreign Countries; Educational History; New Zealand; United Kingdom + Suchen Sie Ihr Suchwort? Rhetorik; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Politischer Faktor; Elternverhalten; Social classes; Soziale Klasse; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Handicap; Behinderung; Lernproblem; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Sozialer Einfluss; Ökonomischer Faktor; Analogiemodell; Lehrerverhalten; Sprachgebrauch; Ausland; History of education; Bildungsgeschichte; Neuseeland; Großbritannien
Abstract	The issue of parental involvement (PI) in education is notable for the extensive rhetoric supporting it and considerable variation in the reality of its practice. It is proposed that the gap between rhetoric and reality in PI has come about because of the influence of factors at the parent and family, child, parent-teacher and societal levels which act as barriers to the development of effective PI. This article presents a model which has been developed in order to clarify and elaborate on the barriers in each of these four areas. First, parent and family factors are discussed, focusing on parents' beliefs about PI, parents' current life contexts, parents' perceptions of invitations for involvement, and class, ethnicity and gender. Next, child factors are addressed, focusing on age, learning difficulties and disabilities, gifts and talents, and behavioural problems. Then, parent-teacher factors are discussed, focusing on differing agendas, attitudes and language used. Finally, societal factors are addressed, including historical and demographic issues, political issues, and economic issues. It is argued that the model will enable education professionals to achieve a greater understanding of the barriers to PI, which is a necessary precursor to the development of more effective PI in education. The model can also be used in pre-service teacher education and professional development courses for education professionals, as well as for identifying areas of future research on PI. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10