For Teachers
Trust: A Precursor to Parental School Involvement Dina C. Walker-DeVose, Ph.D. School of Human Ecology Georgia Southern University 2014 Global Summit on Childhood, ACEI, Vancouver, BC
• There is general agreement that parental involvement (PI) leads to positive academic, social/emotional, and behavioral outcomes for children (Epstein, 1995; Fan & Chen, 2001; Hoover-Dempsey & Sandler, 1997). • Low-income African-American (AA) children have shown to benefit the greatest (Chavkin & Williams, 1993; Lee & Bowen, 2006; Jeynes, 2003, 2005, 2007).
• There is general agreement that to the extent trust and collaboration between parents and teachers are developed and maintained, the more likely parents are to become and remain involved in their children’s educational experiences (Adams & Christenson, 2000; Christenson, 2004). • Race and social class have been shown to impact levels of trust within the parent/teacher relationship (Beard & Brown, 2008; Lareau, 1987; Murry, et al., 2004; Tschannen-Moran & Hoy, 1998).
The Literature 2014 Global Summit on Childhood, ACEI, Vancouver, BC
• To understand the experiences of low SES AA mothers as it relates to trusting their children’s teachers and their decisions to become involved in their children’s educational experiences • Amplify the voice of the study participants and to identify ways in which parent-teacher relationships can be improved to enhance PI and subsequently, academic outcomes for AA students
Purpose Statement 2014 Global Summit on Childhood, ACEI, Vancouver, BC
1.
How do study participants conceptualize the roles of the parent, teacher, community, and student in their children’s education?
1. How do differences in race and SES influence study participant’s relationships with teachers, specifically their levels of trust? 1.
How involved are study participants in their children’s educational experiences and what, if any, barriers exist that negate involvement?
1. What strategies do study participants recommend schools/teachers use to increase their levels of parental involvement?
Research Questions 2014 Global Summit on Childhood, ACEI, Vancouver, BC
Critical Race Theory (Bell, 1980; Ladson-Billings & Tate, 1995) • Helps us understand how race, class and gender intersect in the experiences of the study participants • Committed to social justice
• Recognizes the role of experiential knowledge of people of color
Intersectionality (Crenshaw, 1989; Delgado & Stefancic, 2012) • Describes the various ways in which race, sex, class, national origin, and sexual orientation combine and are played out in various settings
Theory 2014 Global Summit on Childhood, ACEI, Vancouver, BC
• Data Sources • Semi-structured interviews with seven (7) primary research participants • Semi-structured interviews with two (2) case managers • Demographic data
• Context • Reaching Higher Ministries - a faith-based non-profit organization designed to assist participants in reaching more stable lives
Participants
Age
# of Children
Anita
45
3
Carina
47
2
Charlotte
25
1
Katherine
31
3
Maria
40
4
Nicole
41
4
Tiana
32
1
Chonda (CM)
29
-
Isabelle (CM)
24
-
Methods 2014 Global Summit on Childhood, ACEI, Vancouver, BC
Research Questions
Primary Participant Themes
Case Manager Themes
1. How do participants conceptualize the roles of the parent, teacher, community, and student in their children’s education?
•
Education as a shared responsibility
2. How do differences in race and SES influence participants’ relationships with teachers?
• •
Trust given, not earned Race mediates trust
•
Race and income mediate relationships
3. How involved are study participants and what, if any, barriers exist?
• •
Desire to be involved Varied types of involvement Work negates schoolbased involvement
•
Barriers exist between families and schools
• 4. What strategies do participants recommend schools use to increase involvement?
•
Just talk to me!
(not examined)
(not examined)
Findings 2014 Global Summit on Childhood, ACEI, Vancouver, BC
“I don’t know, when I was going to school I trusted my school…I guess I trust my kid’s school.” ~Katherine
• Inability to definitively define relationship with school as trusting • Schools have done nothing specifically to earn trust “You gotta have some kind of trust that the teacher is gonna do what she’s supposed to do…I really just have to trust that the school has hired good teachers.” ~Nicole
• Trust lies more with the ‘institution’ of school rather than in the ‘relationship’ with the teacher
Theme#1: Trust Given, Not Earned 2014 Global Summit on Childhood, ACEI, Vancouver, BC
“If she [son’s teacher] was Caucasian I probably wouldn’t be as friendly or as social to her…I just don’t think I would have the same relationship. You just feel like they’re [Caucasian teachers] looking for an excuse to turn you in ~Charlotte • Historical experiences of betrayal and broken promises are often generalized from one person to another (one generation to another) When my children have had AA teachers “I think I automatically assume it’s gonna be a little better experience for them…It’s like they [teachers] wanted the same thing as I did for my children, if not more. So yes, they gave me more of a sense of trust.” ~Nicole • People extend trust more readily to people they perceive as similar to themselves
Theme #2: Race (and Income) Mediates Trust 2014 Global Summit on Childhood, ACEI, Vancouver, BC
“I would be more involved if they had called me. ALL THEY HAD TO DO WAS ASK? All they had to do was ask.” ~ Carina • Participants wanted teachers/schools to communicate with them in ways that were convenient to them • Participants wanted to feel a sense of partnership with teachers/schools
Theme #3 “Just Talk To Me” 2014 Global Summit on Childhood, ACEI, Vancouver, BC
For Teachers • Work to move families beyond institutional trust to relational trust • Understand the barriers that keep parents from engaging in relationships with schools/teachers • Communicate in ways that are convenient to families • Offer strategies/resources/suggestions relevant to the particular needs of families – one size does not fit all
For Teacher Education Programs & Schools • Prepare teachers to work with families from diverse backgrounds • Exposure to strength-based research • Opportunities for engagement with families through practicum and service-learning experiences
Implications 2014 Global Summit on Childhood, ACEI, Vancouver, BC
Dr. Dina C. Walker-DeVose School of Human Ecology P.O. Box 8034, Georgia Southern University Statesboro, Georgia 30460 (912) 478-7312 [email protected]
Contact Information 2014 Global Summit on Childhood, ACEI, Vancouver, BC
Adams, K.S. & Christenson, S.L. (2000). Trust and the family-school relationship: Examination of parent-teacher differences in elementary and secondary grades. Journal of School Psychology, 38(5), 477-497. Beard, K.S. & Brown, K.M. (2008). ‘Trusting’ schools to meet the academic needs of African-American students? Suburban mothers’ perspectives. International Journal of Qualitative Studies in Education, 21(5), 471-485. Bell, D. (1980). Brown v. Board of Education and the interest convergence principle. Harvard Law Review, (93), 518-533 Chavkin, N.F. & Williams, D.L. (1993). Minority parents and the elementary school: Attitudes and practices. In N.F. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 73-84). Albany: State University of New York Press. Christenson, S.L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83-104. Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 139-167. Delgado, R. & Stefancic, J. (2012). Critical race theory: An introduction. NY: New York University Press. Epstein, J.L. (1995). School/family/community partnership: Caring for the children we share. Phi Delta Kappan, 76(9), 701-712. Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1) 1-22. Hoover-Dempsey, K.V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3-42. Jeynes, W.H. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35(2), 202-218.
Refernces 2014 Global Summit on Childhood, ACEI, Vancouver, BC
Jeynes, W.H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237-269. Jeynes, W.H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis, Urban Education, 42(1), 82-110. Ladson-Billings, G. & Tate, W.F. (1995). Toward a critical race theory of education. Teachers College Record, 9(1), 47. Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60(2), 73-85. Lee, J. & Bowen, N.K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193-218. Murry, V.M., Kotchick, B.A., Wallace, S., Ketchen, B., Eddings, K., & Heller, L. (2004). Race, culture and ethnicity: Implications for a community intervention. Journal of Child and Family Studies, 13(1), 81-99. Tschannen-Moran, M. & Hoy, W.K. (1998). A conceptual and empirical analysis of trust in schools. Journal of Educational Administration, 36(4), 334-352.
References 2014 Global Summit on Childhood, ACEI, Vancouver, BC
• There is general agreement that parental involvement (PI) leads to positive academic, social/emotional, and behavioral outcomes for children (Epstein, 1995; Fan & Chen, 2001; Hoover-Dempsey & Sandler, 1997). • Low-income African-American (AA) children have shown to benefit the greatest (Chavkin & Williams, 1993; Lee & Bowen, 2006; Jeynes, 2003, 2005, 2007).
• There is general agreement that to the extent trust and collaboration between parents and teachers are developed and maintained, the more likely parents are to become and remain involved in their children’s educational experiences (Adams & Christenson, 2000; Christenson, 2004). • Race and social class have been shown to impact levels of trust within the parent/teacher relationship (Beard & Brown, 2008; Lareau, 1987; Murry, et al., 2004; Tschannen-Moran & Hoy, 1998).
The Literature 2014 Global Summit on Childhood, ACEI, Vancouver, BC
• To understand the experiences of low SES AA mothers as it relates to trusting their children’s teachers and their decisions to become involved in their children’s educational experiences • Amplify the voice of the study participants and to identify ways in which parent-teacher relationships can be improved to enhance PI and subsequently, academic outcomes for AA students
Purpose Statement 2014 Global Summit on Childhood, ACEI, Vancouver, BC
1.
How do study participants conceptualize the roles of the parent, teacher, community, and student in their children’s education?
1. How do differences in race and SES influence study participant’s relationships with teachers, specifically their levels of trust? 1.
How involved are study participants in their children’s educational experiences and what, if any, barriers exist that negate involvement?
1. What strategies do study participants recommend schools/teachers use to increase their levels of parental involvement?
Research Questions 2014 Global Summit on Childhood, ACEI, Vancouver, BC
Critical Race Theory (Bell, 1980; Ladson-Billings & Tate, 1995) • Helps us understand how race, class and gender intersect in the experiences of the study participants • Committed to social justice
• Recognizes the role of experiential knowledge of people of color
Intersectionality (Crenshaw, 1989; Delgado & Stefancic, 2012) • Describes the various ways in which race, sex, class, national origin, and sexual orientation combine and are played out in various settings
Theory 2014 Global Summit on Childhood, ACEI, Vancouver, BC
• Data Sources • Semi-structured interviews with seven (7) primary research participants • Semi-structured interviews with two (2) case managers • Demographic data
• Context • Reaching Higher Ministries - a faith-based non-profit organization designed to assist participants in reaching more stable lives
Participants
Age
# of Children
Anita
45
3
Carina
47
2
Charlotte
25
1
Katherine
31
3
Maria
40
4
Nicole
41
4
Tiana
32
1
Chonda (CM)
29
-
Isabelle (CM)
24
-
Methods 2014 Global Summit on Childhood, ACEI, Vancouver, BC
Research Questions
Primary Participant Themes
Case Manager Themes
1. How do participants conceptualize the roles of the parent, teacher, community, and student in their children’s education?
•
Education as a shared responsibility
2. How do differences in race and SES influence participants’ relationships with teachers?
• •
Trust given, not earned Race mediates trust
•
Race and income mediate relationships
3. How involved are study participants and what, if any, barriers exist?
• •
Desire to be involved Varied types of involvement Work negates schoolbased involvement
•
Barriers exist between families and schools
• 4. What strategies do participants recommend schools use to increase involvement?
•
Just talk to me!
(not examined)
(not examined)
Findings 2014 Global Summit on Childhood, ACEI, Vancouver, BC
“I don’t know, when I was going to school I trusted my school…I guess I trust my kid’s school.” ~Katherine
• Inability to definitively define relationship with school as trusting • Schools have done nothing specifically to earn trust “You gotta have some kind of trust that the teacher is gonna do what she’s supposed to do…I really just have to trust that the school has hired good teachers.” ~Nicole
• Trust lies more with the ‘institution’ of school rather than in the ‘relationship’ with the teacher
Theme#1: Trust Given, Not Earned 2014 Global Summit on Childhood, ACEI, Vancouver, BC
“If she [son’s teacher] was Caucasian I probably wouldn’t be as friendly or as social to her…I just don’t think I would have the same relationship. You just feel like they’re [Caucasian teachers] looking for an excuse to turn you in ~Charlotte • Historical experiences of betrayal and broken promises are often generalized from one person to another (one generation to another) When my children have had AA teachers “I think I automatically assume it’s gonna be a little better experience for them…It’s like they [teachers] wanted the same thing as I did for my children, if not more. So yes, they gave me more of a sense of trust.” ~Nicole • People extend trust more readily to people they perceive as similar to themselves
Theme #2: Race (and Income) Mediates Trust 2014 Global Summit on Childhood, ACEI, Vancouver, BC
“I would be more involved if they had called me. ALL THEY HAD TO DO WAS ASK? All they had to do was ask.” ~ Carina • Participants wanted teachers/schools to communicate with them in ways that were convenient to them • Participants wanted to feel a sense of partnership with teachers/schools
Theme #3 “Just Talk To Me” 2014 Global Summit on Childhood, ACEI, Vancouver, BC
For Teachers • Work to move families beyond institutional trust to relational trust • Understand the barriers that keep parents from engaging in relationships with schools/teachers • Communicate in ways that are convenient to families • Offer strategies/resources/suggestions relevant to the particular needs of families – one size does not fit all
For Teacher Education Programs & Schools • Prepare teachers to work with families from diverse backgrounds • Exposure to strength-based research • Opportunities for engagement with families through practicum and service-learning experiences
Implications 2014 Global Summit on Childhood, ACEI, Vancouver, BC
Dr. Dina C. Walker-DeVose School of Human Ecology P.O. Box 8034, Georgia Southern University Statesboro, Georgia 30460 (912) 478-7312 [email protected]
Contact Information 2014 Global Summit on Childhood, ACEI, Vancouver, BC
Adams, K.S. & Christenson, S.L. (2000). Trust and the family-school relationship: Examination of parent-teacher differences in elementary and secondary grades. Journal of School Psychology, 38(5), 477-497. Beard, K.S. & Brown, K.M. (2008). ‘Trusting’ schools to meet the academic needs of African-American students? Suburban mothers’ perspectives. International Journal of Qualitative Studies in Education, 21(5), 471-485. Bell, D. (1980). Brown v. Board of Education and the interest convergence principle. Harvard Law Review, (93), 518-533 Chavkin, N.F. & Williams, D.L. (1993). Minority parents and the elementary school: Attitudes and practices. In N.F. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 73-84). Albany: State University of New York Press. Christenson, S.L. (2004). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Review, 33(1), 83-104. Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 139-167. Delgado, R. & Stefancic, J. (2012). Critical race theory: An introduction. NY: New York University Press. Epstein, J.L. (1995). School/family/community partnership: Caring for the children we share. Phi Delta Kappan, 76(9), 701-712. Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1) 1-22. Hoover-Dempsey, K.V., & Sandler, H. M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67(1), 3-42. Jeynes, W.H. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35(2), 202-218.
Refernces 2014 Global Summit on Childhood, ACEI, Vancouver, BC
Jeynes, W.H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237-269. Jeynes, W.H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis, Urban Education, 42(1), 82-110. Ladson-Billings, G. & Tate, W.F. (1995). Toward a critical race theory of education. Teachers College Record, 9(1), 47. Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of Education, 60(2), 73-85. Lee, J. & Bowen, N.K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43(2), 193-218. Murry, V.M., Kotchick, B.A., Wallace, S., Ketchen, B., Eddings, K., & Heller, L. (2004). Race, culture and ethnicity: Implications for a community intervention. Journal of Child and Family Studies, 13(1), 81-99. Tschannen-Moran, M. & Hoy, W.K. (1998). A conceptual and empirical analysis of trust in schools. Journal of Educational Administration, 36(4), 334-352.
References 2014 Global Summit on Childhood, ACEI, Vancouver, BC
