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作者

来源

URBAN EDUCATION,Vol.54,Issue4,P.535-563

语言

英文

关键字

parental involvement; social networks; urban; parent participation; urban education; poverty; CHILDRENS EDUCATION; SCHOOL; BELIEFS; FAMILY; STRATEGIES; INCLUSION; KNOWLEDGE; MODEL; TIES; HOME

作者单位

[Curry, Katherine A.; Holter, Alexandra] Oklahoma State Univ, Sch Educ Studies, Stillwater, OK 74078 USA. Curry, KA (reprint author), Oklahoma State Univ, 306 Willard, Stillwater, OK 74078 USA. E-Mail: katherine.curry@okstate.edu

摘要

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.