Motivation for Participation: Why Highly Involved African American Parents Participate in Their Children's Education

Autor/in	Fields-Smith, Cheryl A.
Titel	Motivation for Participation: Why Highly Involved African American Parents Participate in Their Children's Education
Quelle	In: Journal of School Public Relations, 27 (2006) 3, S.234-257 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Self Efficacy; Parent Participation; Academic Achievement; Parent School Relationship; Motivation; Parent Attitudes; White Students; African American Students; Achievement Gap; Racial Differences; Beliefs; Age Differences; Socioeconomic Status; Socioeconomic Influences; Elementary Schools; Social Attitudes; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Elternmitwirkung; Schulleistung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; psychologische; Motivation (psychologisch); Elternverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Belief; Glaube; Age; Difference; Age difference; Altersunterschied; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Elementary school; Grundschule; Volksschule; Social attidude; Soziale Einstellung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	Given the persistence of an achievement gap between White and Black students and the positive association between parental involvement and student achievement, a greater understanding of factors that influence Black parents to participate in their children's education is warranted. Using a qualitative methodology, this study investigated factors that contributed to such involvement, as reported by 22 Black parents. Although a majority of the parents exhibited beliefs and practices representative of a high level of parent self-efficacy, the results suggest that age and socioeconomic status influence parental motivations to participate in their children's education. (Contains 2 tables.) (As Provided).
Anmerkungen	Rowman & Littlefield Education. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://rowman.com/page/Journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10