Parent Social Networks and Parent Responsibility: Implications for School Leadership

Curry, Katherine A.; Adams, Curt M.

doi:10.1177/105268461402400504

Cited by 12 publications

(7 citation statements)

References 51 publications

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“…For example, as parents see other parents model involvement behavior, they are more likely to internalize those same actions and persevere through obstacles and difficulties. Empirical evidence to justify this claim comes from Sheldon (2002) and Curry and Adams (2014). Each found a positive relationship between the size of parents’ social networks and parent involvement.…”

Section: Methodsmentioning

confidence: 99%

“…As social network theory suggests, investment in various forms of parental empowerment such as explicit positive interactions between parents, especially interaction between less involved parents and highly involved parents, can enable parents to gain a better understanding of how to exert influence over the education of their children (Lin, 2001). In support of this application of social network theory, recent research indicates that size of parent social network (Curry & Adams, 2014; Sheldon, 2002) and that frequency of contact and importance of relationships between parents (Curry & Adams, 2014) are positively related to parent involvement in their child’s education.…”

Section: Conceptual Frameworkmentioning

confidence: 96%

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Social Networks and Parent Motivational Beliefs

Curry

Jean‐Marie

Adams

2016

Educational Administration Quarterly

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Background: Despite devotion of substantial resources and effort to increase parent/school partnerships, gaps remain between policy rhetoric and practice, especially in high-poverty communities. Current research focuses on parent involvement or effects of parent motivational beliefs on parent choice for behavior; however, it does not address the formation of beliefs or social factors that influence parent motivation to become involved. To gain a better understanding of factors that influence parent motivational beliefs, we examined the effects of parent social network, school outreach, and neighborhood health on parent role construction and parent efficacy in an urban school district. Method/Analysis: Survey data were collected from a random sample of 30 fifth-grade parents from 56 elementary schools in a large urban district in the Midwest. Using a partially latent structural regression model, we tested the relationships between school outreach, neighborhood health, parent social network, and parent motivational beliefs. Findings: The theoretical specification of the hypothesized model was observed in the pattern of the relationships among school outreach, neighborhood health, parent network, and parent motivational beliefs. Results: The results of the structural model confirm the association between parent social network and parent motivational beliefs. Combined parent social network and school outreach accounted for 10% of the variance in parent motivational beliefs. Implications for Research and Practice: Results from this study provide a different lens through which to view parent–school partnerships. Understanding parents as social actors whose perceptions are influenced through connections with other parents can help schools facilitate motivational beliefs that lead to effective partnerships.

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Section: Methodsmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 96%

Social Networks and Parent Motivational Beliefs

Curry

Jean‐Marie

Adams

2016

Educational Administration Quarterly

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“…Purposeful sampling was used. This qualitative study is a follow up of a 2010 study that identified six schools in this district as having higher parent role construction, parent efficacy, and stronger connections between parents within the school as compared with other schools in this district (Curry & Adams, 2014). The district is the second largest district in this Midwestern State with a student population of 40,111 in the fall of 2014.…”

Section: Methodsmentioning

confidence: 99%

“…Sheldon (2002) and Curry and Adams (2014) find statistically significant, positive relationships between the size of parent social networks and parent choice for involvement. These findings suggest that relationships among parents in the school may be an important factor in determining the actions that parents take to fulfill their roles in the educational process and in their efficacy to fulfill their roles.…”

Section: Introductionmentioning

confidence: 93%

The Influence of Parent Social Networks on Parent Perceptions and Motivation for Involvement

Curry

Holter

2015

Urban Education

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Despite reform efforts to involve parents, parent–school relationships in urban districts are rare. This qualitative study used a constructivist grounded theory approach to gain an understanding of how parent social networks, specifically relationships with other parents in the school, influence parent perceptions of their role in the educational process and their efficacy to fulfill perceived roles. Findings suggest that parents have differing perceptions about their role and differences in efficacy for involvement; however, relationships with other parents are important resources for role construction and efficacy, and may serve to lessen the disconnect between parents and schools in high-poverty districts.

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“…Indeed, many studies explored the social causes behind (a lack of) coproduction and referred to Bourdieu's notion of social capital (e.g. Curry and Adams, 2014;Shoji et al, 2014). They questioned teachers' notions about parent involvement, poverty issues and disadvantaged groups (Frempong et al, 2011) and discussed the implications of the different resources parents could make available to their children.…”

Section: Empirical Papersmentioning

confidence: 99%

Co-production in primary schools: a systematic literature review

Honingh

Bondarouk

Brandsen

2018

International Review of Administrative Sciences

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Co-production is the involvement of citizens in the design and delivery of services. In primary schools, this involves parents working with teachers to improve the educational development of their children. In this contribution, we present the results of a systematic literature review on co-production in primary schools to establish what research has been conducted and to what extent there is evidence on the effectiveness of co-production in this context. After three subsequent steps of literature selection, an initial database of 3121 articles was reduced to 122 articles which were then carefully analysed. Generally, co-production in education tends to be aimed at specific groups, which makes it hard to generalize, but some findings appear more generally applicable. Co-production does appear to improve students' knowledge acquisition. Parent-teacher relationships can be difficult and ambiguous, but teacher training appears to be an effective tool for improving co-production.

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Parent Social Networks and Parent Responsibility: Implications for School Leadership

Cited by 12 publications

References 51 publications

Social Networks and Parent Motivational Beliefs

Social Networks and Parent Motivational Beliefs

The Influence of Parent Social Networks on Parent Perceptions and Motivation for Involvement

Co-production in primary schools: a systematic literature review

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