A Mixed-Methods Case Study of Parent Involvement in an Urban High School Serving Minority Students

Autor/inn/en	Reynolds, Andrew D.; Crea, Thomas M.; Medina, Jose; Degnan, Elizabeth; McRoy, Ruth
Titel	A Mixed-Methods Case Study of Parent Involvement in an Urban High School Serving Minority Students
Quelle	In: Urban Education, 50 (2015) 6, S.750-775 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914534272
Schlagwörter	Mixed Methods Research; Case Studies; Parent Participation; Correlation; Outcomes of Education; Self Efficacy; Urban Schools; High School Students; Minority Group Students; Immigrants; Institutional Characteristics; Parent Attitudes; Teacher Attitudes; Comparative Analysis; Barriers; African American Students; Hispanic American Students; Parent Role; Role Perception; Questionnaires; Cultural Context; Parent Surveys; Teacher Surveys + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Elternmitwirkung; Korrelation; Lernleistung; Schulerfolg; Self-efficacy; Selbstwirksamkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Elternverhalten; Lehrerverhalten; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Parental role; Elternrolle; Role conception; Rollenverständnis; Fragebogen
Abstract	Parental involvement in education has been associated with a number of positive outcomes for students. Using a mixed-methods approach, the authors examine how role construction and self-efficacy (psychological motivators), invitations (contextual motivators), and life contexts influence a parent's decision to become involved within the context of an urban high school serving primarily Latino, African American, and immigrant children. Data collection strategies included parent focus groups, teacher interviews, and parent and teacher surveys (N = 73). Findings highlight the importance of school invitations and considering family culture when engaging parents. The authors also compare involvement strategies and barriers as identified by parents and teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01