Exploring the views of parents of high ability children living in relative poverty

Koshy, Valsa; Brown, Joanna; Jones, Deborah J.; Smith, Carole Portman

doi:10.1080/00131881.2013.825167

Cited by 8 publications

(11 citation statements)

References 4 publications

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“…The evidence presented here is consistent with previous research (Siraj-Blatchford 2010; Koshy et al 2013) which has reported poor parents' high educational aspirations for their children, but also a sense of inadequacy and low confidence in terms of knowledge and skills to help them learn. These barriers to parents' engagement, as well as some of the enablers they talked about, will be discussed next.…”

Section: Educational Research 333supporting

confidence: 93%

‘You want the best for your kids’: improving educational outcomes for children living in poverty through parental engagement

Sime

Sheridan

2014

Educational Research

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Background: Existing evidence suggests a relationship between family social contexts, family relationships and interactions, children's social and cognitive development and educational outcomes. Interventions that assist families in relation to parenting and supporting children's development can have positive effects on both parents' skills and the educational progress of their children.Purpose: This article reports on a study conducted in an area with high levels of social and economic deprivation in Scotland, which aimed to investigate the nature and effectiveness of the services in place to support poor families. The project focused on capturing the experiences of parents and what they perceived as effective support from the nursery and school staff in terms of getting them more involved in their children's learning. Sample: There was a particular focus on the four-to-seven-year age group, thus covering the crucial transition from pre-school (or non-school) provision to primary school. A sample of three Early Education & Childcare Centres (EECCs) and three schools were selected. The schools and EECCs were all from areas of high social deprivation and had a high proportion of children on free school meals. Design and methods: The study was qualitative in design and included in-depth semi-structured interviews with 19 service managers and practitioners, six focus groups with parents and six activity groups with children. Data were analysed using both pre-determined and emerging codes. Results: While all parents recognised the value of education for their children's social mobility and opportunities and were keen to engage in activities, they remained aware of the limited resources they could draw upon, mainly in terms of their restricted academic competencies, specialist knowledge and qualifications. The desire to help their children overcome their families' economic circumstances was also hampered by the absence of strong social and kinship networks that they could draw upon. Conclusions: We draw on concepts of social and cultural capital to examine parents' positioning in relation to their children's education. The conclusion highlights parents' strategic orientation to school/nurseries, often seen as a resource of cultural capital, and calls for a more positive discourse of parental engagement in relation to disadvantaged groups.

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Section: Educational Research 333supporting

confidence: 93%

‘You want the best for your kids’: improving educational outcomes for children living in poverty through parental engagement

Sime

Sheridan

2014

Educational Research

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“…Hornby and Lafaele (2011) pointed out that families who do not speak English fluently may lack confidence in their ability to communicate with the school. In addition, research by Koshy et al (2013) showed that many CLED families viewed teachers’ primary concerns not as meeting the academic needs of their students, but instead managing behavior and controlling the classrooms. They go on to point out that oftentimes families perceive more behavior problems in schools with high populations of CLED students.…”

Section: Family Factorsmentioning

confidence: 99%

Developing a Strong Home–School Connection to Better Identify and Serve Culturally, Linguistically, and Economically Diverse Gifted and Talented Students

Lockhart

Mun

2020

Gifted Child Today

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Scholars and practitioners of gifted education have made strides in recognizing the need for equitable identification practices, as well as acknowledging the importance of culturally relevant teaching practices, so that students from traditionally underrepresented student populations (i.e., culturally, linguistically, and economically diverse [CLED] students, rural students) have the opportunity to develop their unique gifts and talents. However, little attention has been paid to the vital roles that parent/family and community have in shaping a gifted and talented child’s future. The relationship between students’ families, communities, and their school is often an overlooked variable, but one that has the potential to make significant improvements in gifted education for traditionally underrepresented students in gifted education. This article identifies potential barriers to forming strong home–school connections and outlines specific strategies for overcoming these stumbling blocks. We discuss ways in which teachers and administrators can utilize specific engagement strategies, rethink structures within the school environment, and employ responsive attitudes and behaviors to cultivate strong, healthy home–school connections.

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“…In contrast to parents, teachers have a significant role especially for those from lower socioeconomic groups and can assist both young people and their parents become aware and understand better how best to go about achieving their concrete and obtainable goals (St. Clair, Kintrea, & Houston, 2013). In the absence of others' support, they can offer a significant support for parents in helping to deliver the early promise of talented young people from less privileged backgrounds, in particular in better navigating subject choices and university options (Koshy, Brown, Jones, & Portman Smith, 2013). In a school career context, attention towards clarifying career goals can be especially effective in supporting young women from lower academic attainment groups into training (Haase, Heckhausen, & Köller, 2008).…”

Section: Challenges Of Younger Job Seekers: An Employability Perspectivementioning

confidence: 99%

“…Although educational attainment remains a critical factor in young peoples' career success (e.g., Schoon & Parsons, 2002), especially in terms of occupational aspirations between 13 and 16 years (Furlong & Biggart 1999), small scale studies reveal the depth of the issue for parents of highly talented young people from poorer backgrounds; the lack of knowledge and experience about school or university subject choices can prevent these parents from feeling that they can support fully their high achieving children (Koshy et al, 2013). Further, such parents often recognized that neither their wider family, their community, nor their children's peer groups were able to offer adequate support to these talented youth.…”

Section: Different Trajectories To the Same Destination?mentioning

confidence: 99%

What we Know about Youth Employment: Research Summary and Best Practices

Searle¹,

Erdoğan²,

Peíró³

et al. 2014

PsycEXTRA Dataset

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The goal of this white paper is to bring greater attention to the issue of youth employment, and, through reviewing research, identify ways that current practice can be enhanced. We accomplish this objective by highlighting why youth employment demands more focused attention, outlining the key research findings, reporting on international similarities as well as differences, and sharing a list of best practices.

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Exploring the views of parents of high ability children living in relative poverty

Cited by 8 publications

References 4 publications

‘You want the best for your kids’: improving educational outcomes for children living in poverty through parental engagement

‘You want the best for your kids’: improving educational outcomes for children living in poverty through parental engagement

Developing a Strong Home–School Connection to Better Identify and Serve Culturally, Linguistically, and Economically Diverse Gifted and Talented Students

What we Know about Youth Employment: Research Summary and Best Practices

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