Low Socioeconomic Status Parents' Participation in School Education
| Autor: | Li-shueh Wang, 王麗雪 |
|---|---|
| Rok vydání: | 2008 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 96 Parental participation in school education is a trend because it enhances learning achievement, enriches teaching resources, and promotes cooperation between home and school. However, studies have shown that low socioeconomic parents have a phenomenon of giving up and being left out because of their busy occupation, insufficient capability, and low confidence. The phenomenon not only encumbers their children’s academic achievement but also easily causes the children to lose their competitiveness and opportunities of social class mobility. Therefore, it is essential that we encourage low socioeconomic parents to devotedly participate in school education. In order to do so, we pay close attention to low socioeconomic parents’ present living condition and demand. The study is intended to probe current situation and impediments of low socioeconomic parental participation, and to propose strategies of motivating the participation from low socioeconomic parents’ viewpoints. Reviewing the literature of parental participation, we have found that most studies describe issues such as current situations, roles, patterns, and functions of parental participation. Some studies compare the attitudes and understanding of parents coming from different backgrounds towards parental participation. Some studies discuss the relation between parental participation and school efficiency. The subjects of this study are low socioeconomic parents. We aim at looking into the problems of the study from these parents’ viewpoints and positions. With intensive interviews and purposive sampling, we interview eight low socioeconomic parents in Tainan City and Tainan County. We try to construct common problems and characteristics of low socioeconomic parents’ participation from multi-cases and present our findings of parental participation in school education specific to the socioeconomic disadvantaged group. Based on the purposes of the study, the questionnaire, and the literature, outlines of the interviews for this study are drawn first. Next, intensive interviews are engaged. Then, data of the interviews are collected. Finally, the data are typed into a word-by-word document. After the interviewees’ confirmation, we analyze the data and do conceptual coding according to the topics: current situation of parental participation’s role-plays, impediments of every aspect, and strategies of promoting each role-play. The results of the study are as follows. A. Current Situation of Low Socioeconomic Parental Participation Parents play the roles as caregivers, tutors, and communicators more actively than as learners, supporters, and decision-making partakers. B. Impediments of Low Socioeconomic Parental Participation In the aspect of parents, the impediments are financial deficiency, busy work, different learning experiences and incompetent academic tutoring. In the aspect of teachers, the impediments are teachers’ inattentive teaching and neglect of duty, resulting in students’ poor learning performance and low socioeconomic parents’ financial and time burdens. Moreover, teachers’ indifference towards parents’ opinions and distant attitude discourage parental participation. In the aspect of schools, the impediments are impractical parenthood lectures and inconvenient activity schedules. Besides, the information of school’s policies is not circulating. In the aspect of others (policies), the impediments are that neither textbooks of schools nor teaching methods of constructive mathematics are coherent. These problems annoy parents while they are tutoring their children. C. Strategies of Encouraging Low Socioeconomic Parental Participation Schools assist parents with multi-ways regarding how to guide their children’s homework. Schools seek help from social resources to offer after-school tutoring as remedy for parents’ shortage of time, ability, and finance. Teachers sustain their profession and ethics, and maintain teaching quality to earn parents’ trust and approval. Teachers hold friendly and attentive attitude, and meet the demand that the parents ‘want to understand’ their kids’ learning progress at school. Schools offer opportunities for parental peer learning and get-together, and plan presentations of children’s learning results to attract parents to enter campus. Schools make information of school policies available to the general public through circulation and multi-channels. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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