The Pedagogy of African American Parents: Learning from Educational Excellence in the African American Community

Autor/in	Watkins, Audrey P.
Titel	The Pedagogy of African American Parents: Learning from Educational Excellence in the African American Community
Quelle	In: Current Issues in Education, 9 (2006) 7, (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-839X
Schlagwörter	African American Students; African American Community; Working Class; Parent Participation; Educational Quality; Educational Practices; Parent School Relationship; Instructional Leadership; Teaching Methods; African American Family; Parents; Academic Achievement; Colleges; Public Schools; One Parent Family; Case Studies; Mothers; Socialization; Higher Education; Illinois + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Arbeiterklasse; Elternmitwirkung; Quality of education; Bildungsqualität; Bildungspraxis; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Instruction; Leadership; Bildung; Erziehung; Führung; Teaching method; Lehrmethode; Unterrichtsmethode; Eltern; Schulleistung; College; Hochschule; Fachhochschule; Public school; Öffentliche Schule; Single parent family; Ein-Eltern-Familie; Case study; Fallstudie; Case Study; Mother; Mutter; Socialisation; Sozialisation; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This qualitative study of how parents teach their children to excel academically in the African American community seeks to establish the validity of the pedagogical practices of working class African American families by investigating the educational leadership of two families on Chicago's south side. The study acknowledges the significance of non school factors (Schubert, 1986) that contribute to academic success. Parent pedagogical strategies are consistent with research findings on the sponsored independence parent involvement style reported by Clark, (1983). Findings demonstrate the significance of intergenerational educational practices, expectations, experiential motivation, parent advocacy, rituals and other factors. (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10