DIVERSITY IN CONSULTATION: "Recognizing and Welcoming the Standpoint of Low-Income Parents in the Public Schools"

Lott, Bernice

doi:10.1207/s1532768xjepc1401_05

Cited by 13 publications

(4 citation statements)

References 26 publications

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“…The misguided educational beliefs about Latino parents discount their views and diminish their value (Lott, 2001). Valencia and Black (2002) deconstruct these deficit thoughts and present evidence of the value of education through the historical and contemporary struggle for equal educational opportunity and the involvement of parents, as illustrated in scholarly literature.…”

Section: Educational Ideologies and Aspirations Of Mexican Familiesmentioning

confidence: 99%

College Aspirations and Limitations

Kiyama

2010

American Educational Research Journal

121

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Using a qualitative multiple-case-study design, this study explored how funds of knowledge in Mexican American families contributed to the development of educational ideologies. Findings illustrated the following ways in which families are involved in their children's education: the formation of both helpful and limiting educational ideologies, which highlighted beliefs regarding college-going processes; college information drawn from social networks and academic symbols found in families' everyday lives; and the development of college-going realities. Unique to this study is the extension of funds of knowledge beyond traditional K-12 discussions and the incorporation of outreach literature into this framework when studying issues of college access. KEYWORDS: college access, college aspirations, funds of knowledge, Mexican American families, parent involvement U nderrepresented students continue to struggle with a myriad of social and educational inequities in their pursuit of higher education. Their underrepresentation in colleges and universities has been influenced not by a lack of academic ability (K. P. Gonzalez, Stone, & Jovel, 2003) but by the rising costs of college, increased standards in admissions criteria, and inadequate secondary education preparation (Auerbach, 2004;Valenzuela, 1999). This struggle is no different for Latino 1 students.

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Section: Educational Ideologies and Aspirations Of Mexican Familiesmentioning

confidence: 99%

College Aspirations and Limitations

Kiyama

2010

American Educational Research Journal

121

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“…Nonetheless, according to Lott (2003), many teachers still perceive their role in children's education as superior to that of parents, particularly regarding low socioeconomic status and minority groups.…”

Section: School-parent Relationship In Jewish and Arab Schools In Israelmentioning

confidence: 99%

School Climate and Teachers’ Perceptions of Parental Involvement in Jewish and Arab Primary Schools in Israel

Schaedel,

Freund,

Azaiza

et al. 2023

IJPE

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This study examines educators’ views of parental involvement in the two diverse cultural and national educational systems in Israel. Respondents include 799 teachers from 52 Jewish and Arab primary schools. Our assumption - that Jewish teachers encourage parental involvement more than the Arab teachers, because of the progressive, Western liberal orientation of Jewish schools as opposed to the authoritarian and closed school climate of the Arab schools - was refuted. The findings indicate that in both educational systems, teachers are less inclined to engage in parental involvement. Parents are generally more involved in their children's education at home, while teachers rarely encourage parents' involvement in decision-making processes or voluntary activities in the schools. The teachers' main obstacles with regard to encouraging parental involvement are that they feel disrespected and underappreciated by parents, and they believe they lack the necessary skills to successfully negotiate with parents during crises.

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“…If other protective factors are in place, poverty has no direct relationship to insecure attachment" (p. 276). As Lott (2001Lott ( , 2003 has been contending, poverty affects children in our school systems, and Borrero and Yeh's chapter addresses issues to consider when dealing with children from poor backgrounds in school. This section of the book goes from infancy and attachment issues, as discussed above, through school age and adolescence, to old age and poverty.…”

Section: "The Oxford Handbook Of Social Class Inmentioning

confidence: 99%

Review of The Oxford handbook of social class in counseling.

Mio¹

2014

Cultural Diversity & Ethnic Minority Psychology

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DIVERSITY IN CONSULTATION: "Recognizing and Welcoming the Standpoint of Low-Income Parents in the Public Schools"

Cited by 13 publications

References 26 publications

College Aspirations and Limitations

College Aspirations and Limitations

School Climate and Teachers’ Perceptions of Parental Involvement in Jewish and Arab Primary Schools in Israel

Review of The Oxford handbook of social class in counseling.

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