Resources and Influences: Parents in Leadership Positions in Low-/Mid-SES and High-SES Schools in Israel

Abstract

Purpose: This study focused on parents’ involvement in their children’s schools through participation in collective leadership roles. Based on Bourdieu’s approach the current analysis examined the link between parents’ types of resources, types of involvement in schools, and their influences over different school domains while comparing parents from two socioeconomic status (SES) levels (low/mid and high). Research Design: Participants comprised 624 parents from 21 randomly selected elementary schools, of which 10 were of low-/mid-SES and 11 high-SES schools. Data were collected by a questionnaire and analyzed based on multivariate analysis of variance and multi-group structural equation modeling approach. Findings: It was found that for holding leadership roles in schools, parents activate diverse education-related resources. Once gaining a formal leadership role parents may feel a legitimate right to influence schools, mainly on issues related to school management domains such as fundraising. Although, some differences occurred between high-SES and low-/mid-SES schools, there was a similarity regarding parents’ leadership roles that may benefit schools by bridging between the schools and their environment. Conclusions: As schools become more heterarchical, parent leadership may be able to play an increasingly significant role in facilitating the school principal’s work and fostering school improvement. Accordingly, school principals need to support and encourage parent leadership, particularly in low-SES schools. For that purpose, educators must be more attentive, accepting and value the resources of parents of low-SES schools.

Available and Desirable Resources for Gifted Children in Israel’s Rural and Central Regions: Parent and Educator’ Perspectives

“…Personal resources and educational knowledge were perceived as highly desired in the rural region. The importance of information and know-how was perceived as highly significant in achieving this goal and can be explained by the notion of education-oriented capital (Addi-Raccah, 2020), which refers to the combination of educational networks and specific knowledge related to education. Thus, “knowing how to navigate and advocate within the educational system may substantially assist parents in their daily interactions….…”

“…Thus, “knowing how to navigate and advocate within the educational system may substantially assist parents in their daily interactions…. and foster their power to represent parents and advance their interests and rights” (Addi-Raccah, 2020, p. 634). In general, Israeli parents with low socioeconomic status, who are strongly represented in rural settings, lack this resource.…”

“…This is true for parents in general. Aspirations and the need to do more or achieve more for one’s children is frequently described in the literature (Addi-Raccah, 2020). However, parents of gifted children tend to aspire for more options than do other parents, given they aspire to fulfill their children’s high potential (Mun et al, 2021).…”

Enacting Parental Engagement: Policy Work in a Primary School Setting

“…Aotearoa New Zealand research shows principals and board members generally believe that the board’s contribution is to the school’s strategic direction (Stevens & Wylie, 2017 ); therefore, it is the policy work of the narrator that governors are perhaps the most likely to perform. Some studies show parental influence on policy is minimal (Addi-Raccah, 2020 ; Munn, 1998 ) and that boards are likely to follow the lead of the principal (Munn, 1998 ). However, the likelihood of policy influence might be stronger where partnership is evident between the principal and board, particularly the chairperson, as it was at Korimako School.…”