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1.
This study draws on in‐depth interview data to discuss the school choices and educational advocacy roles of 14 African‐American mothers. The narratives of the study’s participants, who have low‐income or working‐class status, show how race, class and gender factors influence their school choice‐making and their value of education. The author asserts that the mothers’ school choice‐making constitutes an important act of cultural resistance and empowerment called motherwork. Analysis of the study’s findings challenges conventional notions of parent involvement and counters prevalent stereotypes that portray African‐American mothers as uncaring. Attention is given to the inequities that the mothers face in the educational marketplace and how they seek agency. Educators are urged to consider how the mothers perceive themselves and construct their educational involvement roles in order to engage parents in empowering and meaningful ways. 相似文献
2.
This study examines the influence of child custody loss on drug use and crime among a sample of African American mothers. Two types of custody loss are examined: informal custody loss (child living apart from mother but courts not involved), and official loss (child removed from mother’s care by authorities).MethodsUsing data from 339 African American women, longitudinal random coefficient models analyzed the effects of each type of custody loss on subsequent drug use and crime.Resultsindicated that both informal and official custody loss predicted increased drug use, and informal loss predicted increased criminal involvement. Findings demonstrate that child custody loss has negative health implications for African American mothers, potentially reducing their likelihood of regaining or retaining custody of their children.ConclusionsThis study highlights the need to integrate drug treatment and other types of assistance into family case plans to improve reunification rates and outcomes among mothers, children, and families. Additionally, the finding that informal loss predicts increased drug use suggests that community-based efforts within the mother’s social network could be implemented to intervene before child welfare system involvement becomes necessary. 相似文献
3.
《Early education and development》2013,24(3):317-340
A developmental ecological model was used to identify child attributes, father characteristics, and familial factors associated with multidimensional father involvement with preschool children enrolled in Head Start. The relations between father involvement and children's school readiness were also investigated. Eighty-five African American fathers and father figures were surveyed about their involvement in child care, home-based educational and school-based educational activities. Children's school readiness competencies were evaluated via teacher report or direct assessment. Father involvement in child care and home-based educational activities were predicted by different contextual factors and child attributes. Fathers were more involved in child care activities when they lived in a child's home and when a child was highly emotional. Fathers who perceived the existence of a strong parenting alliance reported more involvement in home-based educational activities. Father involvement in child care and home-based educational activities was associated with higher levels of children's emotion regulation. Findings are consistent with a contextual, multidimensional perspective of African American fathering and hold policy implications for fatherhood initiatives in the early childhood education field. Efforts to increase father involvement may be most effective when addressing the multitude of influences on fathering behavior and focusing on father-child activities that occur outside of the preschool setting. 相似文献
4.
A developmental ecological model was used to identify child attributes, father characteristics, and familial factors associated with multidimensional father involvement with preschool children enrolled in Head Start. The relations between father involvement and children's school readiness were also investigated. Eighty-five African American fathers and father figures were surveyed about their involvement in child care, home-based educational and school-based educational activities. Children's school readiness competencies were evaluated via teacher report or direct assessment. Father involvement in child care and home-based educational activities were predicted by different contextual factors and child attributes. Fathers were more involved in child care activities when they lived in a child's home and when a child was highly emotional. Fathers who perceived the existence of a strong parenting alliance reported more involvement in home-based educational activities. Father involvement in child care and home-based educational activities was associated with higher levels of children's emotion regulation. Findings are consistent with a contextual, multidimensional perspective of African American fathering and hold policy implications for fatherhood initiatives in the early childhood education field. Efforts to increase father involvement may be most effective when addressing the multitude of influences on fathering behavior and focusing on father-child activities that occur outside of the preschool setting. 相似文献
5.
Hoewook Chung 《Asia Pacific Journal of Education》2013,33(4):461-475
The purpose of this study is to gain insight into how Korean temporary migrant mothers conceptualize the nature of parent involvement in the USA. The participants in this study consisted of Korean mothers who were educated in Korea, migrated temporarily to the USA for educational purposes, and sent their children to American schools. Using the perspective of figured worlds, this study examines how these Korean mothers enact their figured worlds of parent involvement. Year-long qualitative case studies were conducted with six Korean mothers in Maxwell, a city in the Midwestern USA. The data included individual interviews, a focus group interview, observations, and document collection. The study found that the mothers engaged in a process of “figuring out” what it meant to be parents as they interacted with schools. In this process, they improvised, creating strategies to negotiate their social positions so that they can influence the school life of their children. The Korean mothers were authors of their worlds, and their engagement was a story of improvisations. 相似文献
6.
This study used cross‐lagged modeling to examine reciprocal relations between maternal and paternal harsh verbal discipline and adolescents’ conduct problems and depressive symptoms. Data were from a sample of 976 two‐parent families and their children (51% males; 54% European American, 40% African American). Mothers’ and fathers’ harsh verbal discipline at age 13 predicted an increase in adolescent conduct problems and depressive symptoms between ages 13 and 14. A child effect was also present, with adolescent misconduct at age 13 predicting increases in mothers’ and fathers’ harsh verbal discipline between ages 13 and 14. Furthermore, maternal and paternal warmth did not moderate the longitudinal associations between mothers’ and fathers’ use of harsh verbal discipline and adolescent conduct problems and depressive symptoms. 相似文献
7.
《Early childhood research quarterly》2006,21(2):238-252
This study examined the influence of parenting styles, parent–child academic involvement at home, and parent–school contact on academic skills and social behaviors among kindergarten-age children of Caribbean immigrants. Seventy immigrant mothers and fathers participated in the study. Hierarchical regression analyses revealed that fathers’ authoritarian parenting style was negatively associated with and father–school contact was positively associated with receptive skills, vocabulary, and composite scores over and above that of mothers’ contributions in these areas. Fathers’ authoritative parenting style and father–child academic interaction at home were positively related to children's social behaviors. Mothers’ authoritarian parenting style was negatively and mother–school contact was positively associated with children's social behaviors. Analyses indicated that fathers’ parenting carried the weight of influence over mothers’ parenting for facilitating both child academic skills and social behaviors. The roles of parenting styles, parent–academic activities, and parent–school contacts in early schooling are discussed. 相似文献
8.
Curt Dudley-Marling 《Gender and education》2001,13(2):183-197
ABSTRACT The desire for parent involvement in children's schooling is based on the assumption that parents play a significant role in children's educational achievements. As a policy goal, parent involvement includes the participation of both mothers and fathers. However, in practice, parent involvement refers more often to the work of women in support of children's schooling. The coordination and supervision of children's educational activities often demands a significant portion of mothers' waking hours, particularly in the case of mothers whose children are doing poorly in school. This article draws on interviews with parents of children who struggled academically in school to examine the effects of 'school troubles' on mothers who, among the parents interviewed for this study, were much more likely to assume the material and emotional burdens for school troubles. 相似文献
9.
This study investigated the contributions of maternal education and ethnicity to three dimensions of home‐based parental involvement in young children’s education and development: parental expectations about educational attainment, children’s activities at home and outside the home, and family routines. Controlling for family background variables such as family size and structure, household income, and neighbourhood safety, we examined these relations in a nationally representative U.S. sample of 9,864 Asian American, African American, Latino American, and European American five‐year‐old children. Multiple regression models suggested that maternal education explained small to moderate amounts of variation in parental home‐based involvement, and was more strongly associated with these outcome variables than was income. Ethnicity significantly predicted additional variation in only two outcome variables: parental educational expectations and family discussions. Maternal education plays a unique role in explaining U.S. ethnic group variations in parental involvement in young children’s education. 相似文献
10.
Maeve O’Brien 《British Journal of Sociology of Education》2008,29(2):137-148
This paper is concerned with the inequalities experienced by mothers in the performance of educational care work for their children. It is argued that the caring work carried out by mothers at transfer to second‐level schooling is shaped by their ability to activate the significant resource of emotional capital; a gendered resource involving emotional skills, knowledge and experiences. Drawing on an in‐depth study of mothers’ routines of care, it is suggested that the possession of emotional capital subjects mothers to a normative order of care. Moreover, in exploring the idiosyncratic differences between mothers’ capacities to activate emotional capital it is argued that the activation of this care resource is facilitated in the context of solidary relationships but also by mothers’ access to other capitals. It is concluded that in order to tackle care inequalities those working in education need to recognise the significance of emotional resources, and need to challenge traditional codes of practice and policies around ‘parental’ involvement. 相似文献
11.
The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed. 相似文献
12.
This study investigated whether parental racial socialization practices moderated the relation between racial discrimination in school and adolescents’ educational outcomes. Using data from a longitudinal study of an economically diverse sample of 630 African American adolescents (mean age = 14.5) from a major East Coast metropolis, the results revealed that cultural socialization attenuated the effect of teacher discrimination on grade point average (GPA) and educational aspirations, as well as the effect of peer discrimination on GPA. Also, preparation for bias and cultural socialization interacted to make unique contributions to African American adolescents’ educational outcomes. Finally, there was some evidence that teacher discrimination was more detrimental to the academic engagement of African American males than females. Implications for research and practice are discussed. 相似文献
13.
This study assessed whether previous findings linking early maternal employment to lower cognitive and behavioral skills among middle‐class and White children generalized to other groups. Using a representative sample of urban, low‐income, predominantly African American and Hispanic families (n = 444), ordinary least squares regression and propensity score matching models assessed links between maternal employment in the 2 years after childbearing and children’s functioning at age 7. Children whose mothers were employed early, particularly in their first 8 months, showed enhanced socioemotional functioning compared to peers whose mothers remained nonemployed. Protective associations emerged for both part‐time and full‐time employment, and were driven by African American children, with neutral effects for Hispanics. Informal home‐based child care also heightened positive links. 相似文献
14.
《British Educational Research Journal》2004,30(4):495-514
Research on parental involvement in educational ‘choice’, as well as in educational processes more generally, has highlighted clear disparities between the close and active involvement of mothers and the more distant role of fathers. While this article does not question the broad patterns identified by such studies, it does suggest that, in some circumstances at least, fathers are both able and willing to become closely involved in decision‐making processes and to take on much of the ‘hard work’ of educational choice. Drawing on a longitudinal study of young people's higher education decision‐making processes, the article presents evidence of detailed paternal involvement. It then suggests that this apparent ‘anomaly’ can be explained by the mothers' and fathers' differential access to cultural and social capital; a lack of previous experience of active engagement with educational markets; and, in a few cases, young people's active resistance to the involvement of their mothers. 相似文献
15.
16.
《Early childhood research quarterly》2006,21(3):332-346
Studies conducted in the US consistently demonstrate that parenting self-efficacy and construction of the parent role are critical elements associated with parents’ involvement in their children's elementary school education. Less is known about the dynamics of parent involvement during the preschool period, or in nations outside the US. This study examined the relation of maternal beliefs and family SES to three dimensions of parent involvement in Japan: preschool selection strategies, engagement in reading at home, and involvement in activities at the preschool. Interview and questionnaire data were obtained from 108 Japanese mothers, all of whom had a child in the last year of preschool. Consistent with theory and findings in the US, parenting self-efficacy and family role construction were associated with Japanese mothers’ strategies for selecting preschools and frequency of engaging in home reading. Findings regarding family SES demonstrated a culturally specific pattern; mothers of higher SES background were more likely to access formal sources of information and to engage in daily home reading but less likely to participate at the school site. 相似文献
17.
Stacy Overstreet Joel Devine Katherine Bevans Yael Efreom 《Psychology in the schools》2005,42(1):101-111
Predictors of parental school involvement were examined within a sample of 159 economically disadvantaged, African American parents living in an urban setting. School involvement was defined in terms of parent activity within the school. Parent demographics, attitudes about education, and community engagement behaviors as well as parent perceptions of school receptivity to parental involvement were evaluated as predictors of school involvement. Predictors of school involvement were examined separately for parents of elementary school students and for parents of middle and high school students. Results indicated that school receptivity was the strongest predictor of parental school involvement within both groups of parents. In addition, parental educational aspirations for the child and community engagement behaviors were significant predictors for both groups of parents. Parent level of employment was a significant predictor of school involvement only for parents of middle/high school students. Implications for school psychologists based on the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 101–111, 2005. 相似文献
18.
Research Findings: This study simultaneously examined parental depression and parent involvement as predictors of satisfaction with an early childhood intervention program. Parents (N = 203) of Head Start children participated in this short-term longitudinal study. Measures of parent involvement and satisfaction assessed multiple dimensions of these constructs. Nearly 40% of low-income mothers reported being sometimes or chronically depressed over the course of 1 year of the Head Start program. Compared with mothers who were never depressed, those who were sometimes depressed reported less involvement in home- and school-based activities as well as fewer interactions with their child's teacher. Never depressed parents were more likely to be satisfied with their child's teacher compared with either group of depressed mothers. Higher levels of parent involvement and parent–teacher interaction predicted optimal satisfaction with Head Start services. Practice or Policy: Implications of results for practice are considered in terms of teacher training to recognize unique needs involved in working to establish a home–school connection with mothers experiencing depression. Strategies for building community partnerships to assist with mental health needs are discussed. 相似文献
19.
This study examined parental involvement practices by Zimbabwean immigrant mothers in Cincinnati, Ohio. Research had shown the link between parental involvement and children’s academic success. We draw upon Epstein et al.’s (2002) parental involvement framework to examine how Zimbabwean immigrant mothers participate in their children’s schooling and the challenges they encounter when they try to be involved. Semistructured interviews, which were analyzed using thematic coding, were conducted with mothers whose children were enrolled in Grades K–12. Results indicate a high participation rate among Zimbabwean immigrant mothers in their children’s education. Participants shared their understanding of parental involvement in the United States after being involved in their children’s education. Our implications call for action by teachers, school administration, and educational stakeholders to develop a better understanding of immigrant children’s cultural backgrounds to help them succeed in the classroom. 相似文献
20.
Claire E. Baker 《Early education and development》2015,26(3):342-355
Research Findings: There is growing evidence that home learning stimulation that includes informal numeracy experiences can promote math-related learning in school. Furthermore, national studies suggest that children who start kindergarten with stronger math skills are more likely to succeed in high school. This study used a large sample of African American boys to examine family, neighborhood, and demographic predictors of math achievement at kindergarten entry. Hierarchical regression analyses revealed that mothers who engaged in more frequent home learning stimulation that included informal numeracy experiences (e.g., playing counting games) had sons who entered kindergarten with more advanced math skills. In addition, older, more educated mothers with fewer children living in their homes had sons with more advanced math skills at kindergarten entry. Practice or Policy: Findings suggest that home-based parent involvement that helps children make sense of numbers in ways that are meaningful for them can promote math skills at kindergarten entry. 相似文献