'The Parents Are Locked Out': Policies, Practices, and Perspectives Undermining Family Engagement

Autor/inn/en	Sanders-Smith, Stephanie C.; Smith-Bonahue, Tina M.; Soutullo, Olivia R.
Titel	'The Parents Are Locked Out': Policies, Practices, and Perspectives Undermining Family Engagement
Quelle	In: International Studies in Sociology of Education, 29 (2020) 3, S.250-273 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2020.1768881
Schlagwörter	Family Involvement; Family School Relationship; Diversity; Cultural Awareness; Undocumented Immigrants; Poverty; English (Second Language); Urban Schools; Teacher Attitudes; Individual Characteristics; Barriers; Elementary School Teachers; Parent Teacher Cooperation; Interpersonal Communication; Volunteers; Family Environment; Participative Decision Making; Minority Groups + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Illegaler Aufenthalt; Armut; English as second language; English; Second Language; Englisch als Zweitsprache; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonale Kommunikation; Freiwilliger; Familienmilieu; Ethnische Minderheit
Abstract	Family involvement has become increasingly recognized as essential to academic success. However, the racial and cultural gap between the teaching force and students in American schools is large and expanding, leading to increased challenges associated with relationship-building between families and schools. This is a study of teachers in a school district in the State of Florida that has high rates of poverty, large numbers of new and undocumented immigrants, and many families who speak languages other than English at home. Using a Bourdieusian theoretical framework, this study investigates teachers' recognition of their own habitus and that of families and of the doxa within the field of the school. This study asks the teachers, by their own accounts, what prevents them from greater success in developing and sustaining culturally sustaining family-school partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01