Toward a Collaborative Approach to Parent Involvement in Early Education: A Study of Teenage Mothers in an African-American Community

Neuman, Susan B.; Hagedorn, Tracy; Celano, Donna; Daly, Pauline

doi:10.2307/1163336

Cited by 7 publications

(8 citation statements)

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“…A few cautionary remarks are in order. First, we recognize that considerable variation exists within socioeconomic and racial/ethnic groups (e.g., Neuman, Hagedorn, Celano, & Daly, 1995) and that parents "flexibly deploy" and adapt their beliefs and practices to specific situations (Reese & Gallimore, 2000). Second, the typology is descriptive, not normative.…”

Section: Cultural Models Of Child Rearing and Involvement In Educationmentioning

confidence: 99%

“…802, 804) The PEP seems to promote this perspective: Higher level parents ask open-ended questions and let children make choices, while lower level parents tell children what to do, have "limited verbal interaction," and use "simple sentences" and "yes/no" questions (see Dudley-Marling, 2007, for a critique of Hart & Risley's research on language development). By focusing on the linguistic form rather than the content of educational messages (Neuman et al, 1995), this conceptualization may overlook legitimate cultural differences in parent-child communication style and beliefs about appropriate parental and child roles (Johnston & Wong, 2002;Powell et al, 2004;Valdés, 1996). In sum, many (but not all) parts of the PEP evaluate parents according to middle-class standards, presuming these are equally appropriate and beneficial for all families.…”

Section: Analysis Of the Parent Education Profilementioning

confidence: 99%

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Defining and Measuring Parenting for Educational Success: A Critical Discourse Analysis of the Parent Education Profile

Prins

Toso

2008

American Educational Research Journal

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The Parent Education Profile (PEP) is an instrument used by family literacyprograms to rate parents' support for children's literacy development. This article uses Critical Discourse Analysis to examine how the PEP constructs the ideal parent, the text's underlying assumptions about parenting and education, and its ideological effects. The analysis shows how many features of the PEP evaluate parents according to a middle-class, predominantly White model of parenting and family-school interaction. Furthermore, the PEP tends to assume a universal, normative model of parental support for literacy, parental (mothers') responsibility for educational outcomes, equal access to resources required to meet the PEP standards, and a limited parental role in assessment. In so doing, the PEP lends support to several dominant discourses regarding poor and minority families, such as the discourse of parent involvement and the "mothering discourse," which encourages mothers' supplementary educational work. Implications for policy, research, and practice are discussed.

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Section: Cultural Models Of Child Rearing and Involvement In Educationmentioning

confidence: 99%

Section: Analysis Of the Parent Education Profilementioning

confidence: 99%

Defining and Measuring Parenting for Educational Success: A Critical Discourse Analysis of the Parent Education Profile

Prins

Toso

2008

American Educational Research Journal

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“…Several researchers have argued that parents’ practices are influenced by their beliefs (e.g., DeBaryshe, 1995; Garcia Coll et al, 1996; Hoffman, 1988; LeVine, 1998; Neuman, Hagedorn, Celano, & Daly, 1995). Others have contended that the relationship between parental beliefs and practices is difficult to ascertain (e.g., Holden & Edwards, 1989; Powell, Okagaki, & Bojczyk, 2004).…”

Section: Discussionmentioning

confidence: 99%

Parent Reading Belief Inventory: Reliability and Validity With a Sample of Mexican American Mothers

Rodríguez

Hammer

Lawrence

2009

Early Education and Development

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Research Findings The purpose of the current study was to (a) evaluate the internal consistency of the 7 scales of the Parent Reading Belief Inventory (PRBI), (b) assess the factor structure, and (c) examine concurrent validity in a sample of Mexican American mothers from low-income homes. Two hundred and seventy-four mothers of preschool children completed the PRBI and the Home Literacy Activities Questionnaire. Five of the seven scales demonstrated adequate internal consistency. Principal component and parallel analyses revealed that one component provided the best summary of the observed variables. Preliminary evidence of concurrent validity was revealed. Practice or Policy Future qualitative research is needed to explore mothers’ interpretations of the items and to examine modifications to the PRBI.

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“…All of us (a university professor, a post-doctoral fellow who was pregnant at the time, and a graduate student) were committed to creating collaborative relationships between parents, children, and school personnel in family literacy. In our previous work (Neuman, Hagedorn, Celano, & Daly, 1995), we had begun a process of dialogue between stafTand parents, creating greater parental involvement at the school's child-care site. Current efforts were designed to continue this critical dialogue, focusing on developing a more participatory approach to literacy instruction.…”

Section: Participants and Settingmentioning

confidence: 99%

The Children's Literature Hour: A Social-Constructivist Approach to Family Literacy

Neuman

Celano

Fischer

1996

Journal of Literacy Research

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Pursued from a social-constructivist perspective, this study reports the results of a series of peer group discussions with adolescent parents enrolled in a family literacy program. The purpose of these discussions was to provide opportunities for learners to critically reflect on their goals and their literacy strengths and needs, as well as their needs for their children. We engaged a total of 18 adolescent mothers in 1-hour discussion sessions of multicultural children's literature books. Analysis of the conversations indicated that literacy was seen as important because it served as a tool to address economic and social concerns. Parents' goals for themselves focused on independence, being a role model to their children, and self-respect. For their children, they wished to convey a sense of cultural pride, independence from peer pressure, and a "gift of childhood" The social aspects of the discussions seemed to strengthen and expand the possibilities for meaningful interaction between parents, creating a space for discourses which included their shared realities. It is suggested that family literacy programs should build on these issues and be context specific, working collaboratively with participants to create new visions that challenge the status quo.

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Toward a Collaborative Approach to Parent Involvement in Early Education: A Study of Teenage Mothers in an African-American Community

Cited by 7 publications

References 0 publications

Defining and Measuring Parenting for Educational Success: A Critical Discourse Analysis of the Parent Education Profile

Defining and Measuring Parenting for Educational Success: A Critical Discourse Analysis of the Parent Education Profile

Parent Reading Belief Inventory: Reliability and Validity With a Sample of Mexican American Mothers

The Children's Literature Hour: A Social-Constructivist Approach to Family Literacy

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