Tweet
Originally posted by blugiant
View Post
-
I am not about the rhetoric but the bottom line. Parents who are more involved in their children's education lay a foundation for their success.Out of Many One People Online
http://www.jamaicans.com -
peeps ear da rhetoric so much bout parent involvement in dem yuths education lay foundation for dem yuths success dat dem tekk itt fe fact. a couple thyme mii poas studies dat show dat blakk parents just as invalved invalved in dem yuth miseducatesham as da parents aff addar races. a few studies even show blakk parents ar more invalved dan parents aff addar races.Originally posted by Xavier View Post
da racist reason y parental invalvement is cantinuallee raised iss cah peeps a imply dat blakk parents ar less invalved. blakk peeps ear dat racist argument so much dem cantinuallee repeat itt as fact even dough da studies show blakk parents ar as invalved in dem yuths education as addar races
itt rhetoric ann yuh cyaan use dat rhetoric ann sey yuh natt bout rhetoric
y iff blakk parents ar as invalved in dem yuth miseducation as parents aff addar races iss dere such disparitee inn blakk yuths' educational outcum?Comment
-
Originally posted by Tropicana View Post
Let's acknowledge minority parents' involvement in children's schooling
Most articles on racial disparities in education are followed by reader comments along the lines of: “Where are the parents?” “Some cultures just don’t value education.” “These kids live in chaos, what can we expect?” The phrasing isn’t usually this generous, although some commenters express a sympathetic intent.
So, what about the parents? What does parent and family involvement in education look like for students of color? And what does it look like for white students, whose study habits and family involvement are rarely mentioned?
Fortunately, it’s easy to find out. In 2012, the U.S. Department of Education’s National Center for Education Statistics surveyed parents of U.S. students about their involvement in their children’s education. Among the findings: black, Latino, Asian/Pacific Islander, and “other, non-Hispanic” students (which includes Native and multiracial students) are all more likely than white students to do homework outside of school.
Students from non-English speaking families are more likely to do so than those with only English-speaking parents. Students at "assigned" public schools are more likely to do so than students who attend "chosen" public schools (e.g., charters and magnets). And 94 percent of students living in poverty do homework outside of school — a rate just 2 percentage points lower than that of their more affluent peers.
And there’s more. For students who do homework outside of school:
Black parents are more likely than whites to have a designated space in the home for doing homework.
An adult always checks that the homework is done in 71 percent of African-American and 69 percent of Latino families – compared to 65 percent of white families.
It is more likely that an adult always checks homework in “poor” vs. “nonpoor” families (72 percent vs. 66 percent), in cities than in suburbs (68 percent vs. 65 percent), and in homes where the parents have less than a high-school diploma vs. a graduate degree (67 percent vs. 66 percent).
White, black, Latino, Asian, and “other, non-Hispanic” parents attend regularly scheduled parent-teacher conferences at comparable rates (77, 76, 73, 72, and 78 percent respectively).
Students of all races and ethnicities also participate in cultural and educational activities with their families outside of school:
The survey data show that while poor families are less likely than nonpoor families to visit a bookstore, theater, or museum, they’re more likely to visit the library and the zoo or aquarium.
Our community’s positive assumptions about white students go unspoken, untested and rewarded. Meanwhile, negative assumptions about students of color get repeated, go unproven and lead to very real, adverse consequences in life and in the classroom.
A 2012 study’s “results suggest that teachers perceive African American students as exerting less classroom effort than White students, which accounts for a substantial proportion of the racial gap in unrealized academic potential, even with several student characteristics held constant” ("How Teachers and Schools Contribute to Racial Differences in the Realization of Academic Potential," by Tina Wildhagen, Teacher College Record, 11/4/12). According to the researcher, “teacher perceptions of students’ classroom effort and behavior have been shown to account for 42 percent of the black-white gap in realizing academic potential.”
This is likely why so many school leaders and teachers increasingly focus on “mindset” as they recruit and develop staff. And why it’s imperative for educators and our broader community to acknowledge, monitor the impacts of, and counter racial bias in school as with everywhere else.
Families experiencing homelessness – and many of those facing other challenges such as physical or mental illness, addiction, family conflict, violence, or loss – experience trauma and disruption in their lives. Yet it’s clear that families of all races and ethnicities, neighborhoods, and incomes are involved in their children’s education to a similar degree. Why would anyone expect otherwise?
Acknowledging that students of color and their families prioritize educational success – to the same extent our community does for white students — will go a long way toward ensuring they have equal opportunities to attain it.
Comment
-
Originally posted by Tropicana View Post
Parental Involvement Is Overrated
Most people, asked whether parental involvement benefits children academically, would say, “of course it does.” But evidence from our research suggests otherwise. In fact, most forms of parental involvement, like observing a child’s class, contacting a school about a child’s behavior, helping to decide a child’s high school courses, or helping a child with homework, do not improve student achievement. In some cases, they actually hinder it.
Over the past few years, we conducted an extensive study of whether the depth of parental engagement in children’s academic lives improved their test scores and grades. We pursued this question because we noticed that while policy makers were convinced that parental involvement positively affected children’s schooling outcomes, academic studies were much more inconclusive.
Despite this, increasing parental involvement has been one of the focal points of both President George W. Bush’s No Child Left Behind Act and President Obama’s Race to the Top. Both programs promote parental engagement as one remedy for persistent socioeconomic and racial achievement gaps.
We analyzed longitudinal surveys of American families that spanned three decades (from the 1980s to the 2000s) and obtained demographic information on race and ethnicity, socioeconomic status, the academic outcomes of children in elementary, middle and high school, as well as information about the level of parental engagement in 63 different forms.
What did we find? One group of parents, including blacks and Hispanics, as well as some Asians (like Cambodians, Vietnamese and Pacific Islanders), appeared quite similar to a second group, made up of white parents and other Asians (like Chinese, Koreans and Indians) in the frequency of their involvement. A common reason given for why the children of the first group performed worse academically on average was that their parents did not value education to the same extent. But our research shows that these parents tried to help their children in school just as much as the parents in the second group.
Even the notion that kids do better in school when their parents are involved does not stack up. After comparing the average achievement of children whose parents regularly engage in each form of parental involvement to that of their counterparts whose parents do not, we found that most forms of parental involvement yielded no benefit to children’s test scores or grades, regardless of racial or ethnic background or socioeconomic standing.
In fact, there were more instances in which children had higher levels of achievement when their parents were less involved than there were among those whose parents were more involved. Even more counterintuitively: When involvement does seem to matter, the consequences for children’s achievement are more often negative than positive.
When involvement did benefit kids academically, it depended on which behavior parents were engaging in, which academic outcome was examined, the grade level of the child, the racial and ethnic background of the family and its socioeconomic standing. For example, regularly discussing school experiences with your child seems to positively affect the reading and math test scores of Hispanic children, to negatively affect test scores in reading for black children, and to negatively affect test scores in both reading and math for white children (but only during elementary school). Regularly reading to elementary school children appears to benefit reading achievement for white and Hispanic children but it is associated with lower reading achievement for black children. Policy makers should not advocate a one-size-fits-all model of parental involvement.
What about when parents work directly with their children on learning activities at home? When we examined whether regular help with homework had a positive impact on children’s academic performance, we were quite startled by what we found. Regardless of a family’s social class, racial or ethnic background, or a child’s grade level, consistent homework help almost never improved test scores or grades. Most parents appear to be ineffective at helping their children with homework. Even more surprising to us was that when parents regularly helped with homework, kids usually performed worse. One interesting exception: The group of Asians that included Chinese, Korean and Indian children appeared to benefit from regular help with homework, but this benefit was limited to the grades they got during adolescence; it did not affect their test scores.
Our findings also suggest that the idea that parental involvement will address one of the most salient and intractable issues in education, racial and ethnic achievement gaps, is not supported by the evidence. This is because our analyses show that most parental behavior has no benefit on academic performance. While there are some forms of parental involvement that do appear to have a positive impact on children academically, we find at least as many instances in which more frequent involvement is related to lower academic performance.
As it turns out, the list of what generally works is short: expecting your child to go to college, discussing activities children engage in at school (despite the complications we mentioned above), and requesting a particular teacher for your child.
Do our findings suggest that parents are not important for children’s academic success? Our answer is no. We believe that parents are critical for how well children perform in school, just not in the conventional ways that our society has been promoting. The essential ingredient is for parents to communicate the value of schooling, a message that parents should be sending early in their children’s lives and that needs to be reinforced over time. But this message does not need to be communicated through conventional behavior, like attending PTA meetings or checking in with teachers.
When the federal government issues mandates on the implementation of programs that increase parental involvement, schools often encourage parents to spend more time volunteering, to attend school events, to help their children with homework and so forth. There is a strong sentiment in this country that parents matter in every respect relating to their children’s academic success, but we need to let go of this sentiment and begin to pay attention to what the evidence is telling us.
Conventional wisdom holds that since there is no harm in having an involved parent, why shouldn’t we suggest as many ways as possible for parents to participate in school? This conventional wisdom is flawed. Schools should move away from giving the blanket message to parents that they need to be more involved and begin to focus instead on helping parents find specific, creative ways to communicate the value of schooling, tailored to a child’s age. Future research should investigate how parental involvement can be made more effective, but until then, parents who have been less involved or who feel uncertain about how they should be involved should not be stigmatized.
What should parents do? They should set the stage and then leave it.
Keith Robinson, an assistant professor of sociology at the University of Texas, Austin, and Angel L. Harris, a professor of sociology and African and African-American studies at Duke, are the authors of “The Broken Compass: Parental Involvement With Children’s Education.”
Comment
-
no mattar oww manee thyme mii poas diss ann addar similar studies, peeps still ignorinn da realitee ann accept da nunsense bout parental involvement cah itt easier fe sterotype ann blame blakk parents dan address da real issues aff oww racism affect blakk yuths learninn
Originally posted by blugiant View PostComment
-
You are off the mark here blu. We all face the realities of racism but some parents face up to their responsibilities and others don't. There are no guarantees but you will usually see a marked difference in how the children fare as a result, racism or racism not.Originally posted by blugiant View PostComment
-
da studee show blakk parents ar juss as invalved inn dem yuths miseducatesham as addar so wat account fe diffarant outcum? chattinn bout parental responsibilitees feed inna racism ann tekk da fault awf da miseducatesham systemOriginally posted by Tropicana View PostComment
-
I agree and go further still.Originally posted by Xavier View Post
Parents are responsible for educating their children. If we give that responsibility to institutions who are governed, run and staffed by people we do not know then we shouldn't bawl when they are miseducated.
In fact, the evidence of history is clear and voluminous: those in power use their institutions, including education, to maintain their power. So why the surprise and bellyaching?
Only the responsible have autonomy.Comment
-
-
All the children in my close family are home schooled.Originally posted by twiney View Post
I prefer community/communal education - groups of like minded people pooling their resources to educate their own.
The development of young minds is too vital to leave to those who have subjugated us.
What free, rational and forward thinking person would place their children's welfare in the power of historical enemies?Comment
-
makes perfect senseOriginally posted by purejam View PostIf you don't fight for what you deserve, you deserve what you get.
We are > Fossil Fuels --- Bill McKibben 350.orgComment
-
i know of one such kid.
if parents think dem can siddung and leff dem kids education up to the govt. them better think again. the madda a try get the child inna one top HS.
I was like
Comment
Comment