Some Perspective on the Family as Educator

Leichter, Hope Jensen

doi:10.1177/016146817407600207

Cited by 3 publications

(4 citation statements)

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“…Stone Moon Primary School embodies all the characteristics of boarding primary schools in ethnic areas of China: remote geographical location, inhabitation by ethnic minorities, poor condition of family, weak awareness of family education, younger boarding students, and establishment for the achievement of educational equity. The importance of family education has been repeatedly demonstrated by education experts (e.g., Leichter, 1974 ; Barrera and Li, 1996 ; Miu, 2009 ; Darling et al, 2022 ). Pupils' opportunities to enjoy family education in ethnic areas have been reduced or even lost since boarding.…”

Section: Introductionmentioning

confidence: 96%

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Lack of family education in boarding primary schools in China's minority areas: A case study of Stone Moon Primary School, Nujiang Lisu Autonomous Prefecture

Guo

Chen

2023

Front. Psychol.

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The lack of family education in boarding primary schools in ethnic minority areas negatively impacts students' physical and mental health. This study constructed an analytical framework for the lack of family education in boarding primary schools from the perspective of Overlapping Spheres of Influence theory. Stone Moon Primary School of Lisu in Nujiang Prefecture was used as the field site for questionnaire survey. The correlation analysis showed that “teachers' avoidance of educational risks”, “the priority in the schooling system of classic hard skills over soft skills” and “the capacity limit of policies and regulations” had significant positive correlation with the degree of “the lack of family education”. In the regression analysis, the adjusted R2 was 0.607, indicating that the proportion of “lack of family education” explained by the three factors of “teachers' avoidance of educational risks”, “the priority in the schooling system of classic hard skills over soft skills” and “the capacity limit of policies and regulations” was 60.7% through the regression relationship. Possible solutions include establishing a responsibility standard system and accountability system between teachers and parents, and strengthening the compensation management of family education function in boarding primary schools in ethnic minority areas.

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Section: Introductionmentioning

confidence: 96%

“…(e.g., Leichter, 1974;Barrera and Li, 1996;Miu, 2009;Darling et al, 2022). Pupils' opportunities to enjoy family education in ethnic areas have been reduced or even lost since boarding.…”

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confidence: 99%

Lack of family education in boarding primary schools in China's minority areas: A case study of Stone Moon Primary School, Nujiang Lisu Autonomous Prefecture

Guo

Chen

2023

Front. Psychol.

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“…Research studies about parental involvement from the last decades point out that home environment and family involvement in education have a very significant role for students' achievement in school as well as for better future (Epstein, 1984;Leichter, 1974;Marjoribanks, 1979). This clearly shows that parental support and involvement at school and home enhance children's accomplishment, even after student's capabilities and family socioeconomic position are taken into account.…”

Section: Introductionmentioning

confidence: 99%

Exploring Teachers’ Practices of Parental Involvement at ECD Level in Gilgit City

Editor.JECCE¹

2023

JECCE

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This qualitative study aimed to explore teachers’ practices of parentalinvolvement at the Early Childhood Education (ECE) level in Gilgit city.The study focused on applying Epstein’s fourteen parental involvementstrategies in the schools of Gilgit city. Data were collected from sixteenteachers using a convenient sample of four schools having four ECElevels. The findings were compared first, within the same school teachers,then across the school teachers against each question. Results indicatedthat teachers use diverse strategies for parental involvement to help theirchildren read, listen, and write. Strategies are also diversified in terms ofclass level and schools. The majority of the teacher’s design projects,assign home projects, make models, and color, cut, and paste differentcollections. However, there is a lack of awareness about making sureparents are effectively involved in the ECD level.

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“…These assumptions situate parents as "helpers" to the school and are reified in school policies and other structural barriers that may serve to place parents and educators on opposite sides of the schoolhouse door. Although parents are widely accepted as essential stakeholders in schools and an important component of creating excellent education for their children, even the participation of welleducated, native-born parents in the schools can be controversial outside of these narrowly defined roles and expectations generated by the schools and educators (Auerbach, 2001;Carger, 1996;de Carvalho, 2001;Jordan et al, 2001;Getzels, 1974;Hulsebosch, 1992;Lareau, 1989Lareau, , 2001Leichter, 1974Leichter, , 1977Lawrence-Lightfoot, 1978;Valdés, 1996). Since such school-centered expectations of parents mirror the values, attitudes, beliefs, and child-rearing behaviors of the European American middleclass, it is not surprising to find that such parents fare best overall in terms of access to schools.…”

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confidence: 99%

Parental Agency in Educational Decision Making: A Mexican American Example

McClain

2010

Teachers College Record: The Voice of Scholarship in Education

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Background/Context This article explores the experiences of one Mexican American family as they make a key curriculum choice for their 9-year-old son. Relatively little attention has been paid to parents’ beliefs, attitudes, and, in particular, experiences as they actively engage in—and sometimes affect—their children's schooling. Parents’ agency in utilizing various kinds of educational strategizing, especially immigrant and urban working-class parents, has been overlooked. Deficit theories of low-income families have a long history in educational thought. Although more recent scholarship has debunked these theories, they remain pervasive across the country. Educators often do not recognize the many ways in which urban parents may be involved in their children's schooling. Voices of parents themselves speaking to their experiences with schools are just beginning to emerge. Purpose This article offers a rich example of the educational decision-making process of one Mexican American family. I take a phenomenological approach to examine human agency in specific familial decisions about this child's schooling that support the parents’ own vision of education. Here is a story of thoughtful, reflective decision-making that took place over a period of several years, when the parents finally decided to move their son from a transitional bilingual program at a public school to a parochial school taught in English. Research Design This is a narrative inquiry based on interviews and observations that took place with one family and one focal child through the course of a calendar year. It is situated within the frame of an ethnographic study on the educational life worlds of the family. The analysis draws on van Manen's use of phenomenology to examine how parents reflected upon experience to better understand a situation, resulting in “lived experience,” an understanding of the meanings a particular person finds in an event. Conclusions/Recommendations Immigrant and other urban parents may be actively engaged in their children's education, asking important and valid curriculum questions in ways that remain invisible to educators. I suggest alternatives to deficit theories that render parents’ perspectives invisible. Terms usually reserved for teachers can also be applied to parents: “knowledgeable observers” who make “pedagogically thoughtful” decisions about “curriculum.” This perspective would recommend that educational practice and policy use theoretical frameworks stressing parents’ roles as strong, positive, and active agents on behalf of their children and the need to develop dialogue based on respect. Further qualitative research in particular can provide needed depth in our understanding of parents’ struggles to negotiate the boundaries of culture, history and biography as they guide their children through the complex maze of school.

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Some Perspective on the Family as Educator

Cited by 3 publications

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Lack of family education in boarding primary schools in China's minority areas: A case study of Stone Moon Primary School, Nujiang Lisu Autonomous Prefecture

Lack of family education in boarding primary schools in China's minority areas: A case study of Stone Moon Primary School, Nujiang Lisu Autonomous Prefecture

Exploring Teachers’ Practices of Parental Involvement at ECD Level in Gilgit City

Parental Agency in Educational Decision Making: A Mexican American Example

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