Preferences,Proximity, and Controlled Choice: Examining Families’ School Choices and Enrollment Decisions in Louisville,Kentucky

This study provides evidence studying one diverse, countywide district’s integration efforts utilizing school choice and parental preferences. The findings illustrate substantial differences about the way in which the district’s student assignment policy affects students. In particular, this choice-based integration policy with a weak geographic preference still advantages those who choose their nearest schools as well as white students and those living in more advantaged areas. Examining differences in families’ school preferences, whether students are assigned to their preferred school, and whether and where students enroll in schools illustrates how an integration-focused assignment policy can still result in segregation and inequality. Yet, by illustrating the many influences on family preferences beyond proximity, it also suggests the opportunity for using assignment policy to overcome persistent neighborhood segregation.     

Relationships Between Home Literacy Practices and School Achievement: Implications for Consultation and Home–School Collaboration

In a 5-year longitudinal study of typical literacy development (Grades 1–5 or 3–7), relationships were examined between (a) parental responses to questionnaires about home literacy activities and ratings of children’s self-regulation at home, both completed annually by the same parent, and (b) children’s reading and writing achievement assessed annually at the university. Higher reading and writing achievement correlated with engaging in more home literacy activities. Parental help or monitoring of home literacy activities was greater for low-achieving than for high-achieving readers or writers. Children engaged more minutes per week in reading than writing activities at home, but parents provided more help with writing and reported computers were used more for homework than for school literacy instruction. Parental ratings of self-regulation of attention remained stable, but executive functions—goal-setting, hyperactivity, and impulsivity—tended to improve. Results are translated into consultation tips for literacy learning and best professional practices.     

Challenges in theorising ‘Black middle‐class’ women: education,experience and authenticity

This viewpoint draws on discussions at two seminars to consider ambivalent attitudes amongst a group of Black women towards considering themselves and/or other Black people as ‘middle class’. The first seminar highlighted the experiences of a group of Black ‘middle‐class’ parents and the second, which was organised as a result of the reaction the first seminar received, sought to explore attendees views as to whether they thought Black people could be Black and ‘middle class’. The viewpoint contends that the concept ‘Black middle class’ is incompatible with some Black women’s notions of self, and that their ambivalence about the ‘Black middle classes’ is partly rooted in an emotional need to remain connected to the wider Black community. Whilst these women’s understandings of the ‘Black middle classes’ are informed by their gendered and racialised experiences, there is also evidence of a denial of (class) privilege.     

Using Cogenerative Dialogs to Improve Science Teaching and Learning: Challenges and Solutions in High School Students’ Internships

Internships in science research settings have received increasing attention as a means of helping students construct appropriate understandings, practices, tools, and language in scientific activities. To advance student–scientist partnerships beyond the status quo, the study aimed to investigate how cogenerative dialogs (cogens) may help high school students and scientists identify and address challenges collectively. The analysis identified nine major challenges discussed during cogens: (1) the quality and progress of scientific practice in laboratories, (2) the quality of scientists’/assistants’ instructions in classrooms, (3) the quality of student participation in classrooms and homework, (4) students’ absences, including arriving late or leaving early, (5) the quality of administrative support, (6) preparation for scientific presentations, (7) the process of deciding project topics, (8) students’ peer interactions and communication, and (9) students’ physiological needs. The three most salient challenges were “the quality and progress of scientific practice in laboratories” (39%), “the quality of scientists’/assistants’ instructions in classrooms” (20%), and “the quality of student participation in classrooms and homework” (17%). The study shows that cogens allowed students and scientists to agree on teaching modifications that positively influenced teaching and learning processes during the internship, such that issues were reduced from the beginning to the closing stages. Importantly, the challenges and solutions identified by students and scientists in this study provide accounts of first-hand experience as well as insights to aid program directors or coordinators in designing a learning environment that can foster effective practice for internships by avoiding the issues identified in the study.     

Teachers’, Students’ and Parents’ Attitudes Towards Disruptive Behaviour Problems in High School: a case study

The present study maps the attitudes towards students’ disruptive behaviour as part of the school discipline. Research studies on the subject usually examine the attitudes of one or two groups of relevant subjects, that is, teachers, parents or students. As teachers, students and parents do share a common milieu, the relationship of their attitudes towards student misbehaviour is important in the crystallisation of such discipline. The present study is innovative in that all three groups were examined simultaneously in one school. A standardised questionnaire was designed for all three groups which identified typical disruptive behaviour by adolescent students. The study was conducted in a centre for technological education in Central Israel which caters, especially, for low‐achieving students. Findings reveal large gaps among the three groups. While teachers seem to agree among themselves as to the severity of most of the disruptive behaviour problems at school, students and parents were found to disagree among themselves on the severity of most of the examined issues. Differences among the groups indicate a possible source for the emergence of student disruptive behaviour problems. Findings also suggest that there is a need for increased involvement of both parents and students in discipline‐related issues in the school.     

Cultural Misperceptions and Goals for Samoan Children’s Education in Hawai’i: Voices from School, Home, and Community

Research lauds the benefits of parent involvement in the schools, yet many schools and communities have not achieved desired levels of involvement. Underlying expectations and methods soliciting parent involvement may be rooted in cultural misperceptions. This study, based on Epstein’s (1987) Overlapping Spheres of Influence model, explored the ways and extent that community members, school staff, and Samoan families interact regarding a public middle school. Qualitative research methods (interviews and observations) involved parents, teachers, administrators, and community agency members and officials in participatory action research. Findings displayed a base of cultural differences regarding parent involvement: Samoan parents were expected to participate in school events and assist children with homework, yet Samoan culture has historically divided the parents’ responsibilities from the teachers’ responsibilities. Parents identified their responsibilities for children’s spirituality and discipline and viewed academic matters as solely the responsibility of teachers. The school’s new activities, parents’ shifting focus, and community members’ diverse actions are demonstrating a start of change. This research supports the need for school personnel to understand the cultural roots of minority families’ parent involvement practices. Marianna F. Valdez is a Ph.D. Candidate in Community and Cultural Psychology. She completed her M.A. degree at the University of Hawaii and B.A. degree at Tulane University. Her research interests involve the development, implementation, and evaluation of culturally appropriate community programs, especially related to the public school setting. She is most interested in understanding and representing emic perspectives to drive action research, informed by culturalist approaches and mixed methods. Peter W. Dowrick is Professor of Disability Studies and affiliate graduate faculty in Psychology at the University of Hawaii. He completed his Ph.D. at the University of Auckland, ATCL at Trinity College London, M.Sc. at the University of Auckland, and B.Sc. at the Victoria University of Wellington. He has wide experience working with people marginalized by culture, disability, mental health, and other considerations. His consultation on prevention and intervention extends to 31 states and 21 countries. His overarching contribution has been in the concepts of feedforward and creating futures, applied in situations of personal safety, serious mental illness, social behavior, sports and recreation, daily living, literacy, academic skills, health, housing, management, and jobs, among others. Ashley E. Maynard is Associate Professor in the Department of Psychology at the University of Hawaii. She completed her Ph.D. at the University of California, Los Angeles, M.A. at the University of California, Los Angeles, and B.A. at the University of Virginia. She studies the interrelationships of culture, contexts of child development, and healthy cognitive and social development of children. Based on a socio-cultural paradigm, the theoretical question that lies at the heart of her research program is the ways in which a variety of culturally based activity settings influence adaptive pathways of development for children and families. She teaches courses in Developmental Psychology and Culture and Human Development.     

Work‐to‐School Mentoring: Childcare Center Directors and Teachers’ Return to School

As supervisors of preschool teachers, childcare center directors are well‐situated to mentor their staff to pursue higher education. Telephone interviews with 78 directors examined their role as mentors in encouraging preschool teachers to take college classes. Educational mentoring was shown to be distinct from career mentoring. Logistic regressions showed that the director’s educational mentoring of teachers and teachers’ aides was associated with greater college attendance, whereas career mentoring was related to less attendance. Furthermore, the director’s confidence staff members’ ability to complete an Associate’s degree promoted college enrollment. Finally, some directors appeared to be transformational leaders who created an education‐friendly climate for their entire staffs. These findings suggest that the workplace is an under‐researched, critical context for work‐to‐school mentoring.     

Utilisation and Satisfaction with Rehabilitation Services in Children with Primary Language Impairment Transitioning to School: Parents’ Perspective

Children with disabilities require coordinated services to optimise transition into school. This study compared type, frequency and approach to service utilisation for children with primary language impairment transitioning from rehabilitation to the educational system, and examined parent satisfaction. Parents responded to a telephone questionnaire to determine services received during Kindergarten. The Measure of Processes of Care examined parental satisfaction with services received at school. Preschool services received in the rehabilitation setting were extracted from the hospital database. There was a reduction in all services received in the school system with the exception of special education, which was provided to a greater number of children and on a full time basis. More children received occupational therapy and special education individually at the rehabilitation centre. Few factors were associated with a change in received services. Rehabilitation clinicians must provide necessary services to assist children when transitioning to school.     

Prediction of Post-High School Destination Choice from Curriculum,Financial Need,and Students’ Rating of Parents’ Wishes for Post-High School Occupation

Data from a survey of 2,431 students attending high schools in Hawaii indicated that students agreed with their parents’ wishes for post-high school occupation. Females tended to choose more academic post-high school destinations than males. An inverse relationship between academic high school curricula and post-high school academic goals was found, probably due to the fact that females were academically upwardly mobile. The need for financial assistance tended to decrease academic aspirations. It was concluded that knowledge of parental values, differences in academic aspirations between males and females, financial need, and a student’s high school curriculum would be valuable in helping students select post-high school destinations.     

School Choice in Black and White: Private School Enrollment Among Racial Groups, 1990–2000

This study investigates how much the racial composition of communities influences the private school enrollment rates of members of different racial groups. Some scholars argue that private school enrollment contributes to racial segregation in public schools because White families attempt to enhance the social status of their children by leaving public schools serving communities with higher percentages of children who are Black. A second group of scholars argue that private school enrollment is primarily based on nonracial factors. A third, related perspective argues that race is of diminishing importance in driving behaviors such as school choice. This study explores these perspectives using 1990 and 2000 Public Use Micro Data Samples to estimate private school enrollment rates by student race and community racial composition. Findings indicate that private school enrollment rates among Asian, Black, and Hispanic students do not fluctuate much with community racial composition. By contrast, private school enrollment rates among White families are strongly and positively correlated with the percentage of children in their communities who are Black—even after holding constant a series of individual and community-level factors that may account for this trend. Moreover, the association between race and choice has changed little between 1990 and 2000.     

Mexican Mothers’ English Proficiency and Children's School Readiness: Mediation Through Home Literacy Involvement

Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers’ English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy programs that enhance their mothers’ English proficiency and increase the frequency of home literacy activities.     

It’s time to learn: School institutions and returns to instruction time

This paper investigates whether the effects of a reform that substantially increased daily instruction time in Chilean primary schools vary depending on school institutions. Focusing on incumbent students and exploiting an IV strategy, we find that longer daily schedules increase reading scores at the end of fourth grade and that the benefits are greater for pupils who began primary education in no-fee charter schools rather than in public schools. We provide evidence that these two types of publicly subsidized establishments, which cater to similar students but differ in their degree of autonomy, expand the teaching input in different ways: in order to provide the additional instruction time, no-fee charter schools rely more on hiring new teachers and less on increasing teachers’ working hours than public schools do.     

Gypsy Masculinities and the School–Home Interface: exploring contradictions and tensions

Drawing on data generated by a 3-year study, informed by ethnographic principles, of the interface between Gypsy culture and the educational system in the South West of England, this article focuses specifically on the experiences of young Gypsy males [1]. The manner in which they perform specific forms of masculine identity though business skills and dealing, fighting, and sex talk are considered. Tensions are highlighted regarding the ways in which these performances are valued in different communities of practice, and how this operates to maintain an atmosphere of suspicion regarding the educational system.     

Parents’ Expectations for and Reactions to Children's Racial Biases

How do parents think about and react to their children's racial biases? Across three studies (N = 519) we investigated whether and how parents’ Internal Motivation to Respond without Prejudice Scale (IMS) predicted standards for their children's race-related behavior, and tested parents’ affective reactions to imagining their children violating their standards. Studies 1 and 2 demonstrated that parents (of 4- to 12-year-old children) with high IMS set more stringent standards for their children's race-related behavior than their low IMS counterparts. Upon considering their children expressing racial bias, high IMS parents reported negative self-directed affect (i.e., guilt; Studies 2 and 3), an affective response that motivates prejudice reduction in adults. The results have implications for involving parents in prejudice interventions targeting children's biases.     

Teacher–Student Conflict and Preschoolers’ Adjustment in the Transition to Primary School: The Role of Child Self-Regulation and Parents’ Positive Relations With Others

Research Findings: This study examined the contribution of teacher-student conflict at kindergarten to the child’s school adjustment in primary school using a Hong Kong sample. It investigated self-regulation as a mediator and parents’ positive relations with others as a moderator in that transition. At Time 1 (T1), kindergarten teachers reported their levels of conflict with individual children (N = 324, 168 girls), whereas children’s self-regulation was assessed with a Head-Toes-Knees-Shoulders Task. Fathers and mothers also rated their positive relations with others. At Time 2 (T2; 8 months later), when children were enrolled in primary school (N = 247, 126 girls), primary school teachers rated how well they adjusted to the new school. Moderated mediation analyses showed that although the direct effect of T1 teacher-student conflict on T2 school adjustment was not significant, the indirect effect of self-regulation was. T1 teacher-student conflicts were negatively related to children’s self-regulation, which in turn predicted subsequent school adjustment. Interestingly, this indirect effect was significant only when parents’ positive relations with others were low rather than high. Practice or Policy: The findings highlight the importance of both a warm and caring relationship in the home and self-regulation to successful school transition.     

Social Heteroglossia: The Contentious Practice or Potential Place of Middle-Class Parents in Home–School Relations

Middle-class parents have often been characterized as individualistic in their endeavors with schools and have been shown to advocate to the cultural advantage of their own children with questionable consequences or counter results for the children of others. This research paper situates the activity, influence, and multiple perspectives of the middle class upon school activity, even within a reform effort characterized by and supportive of diversity and community. School people and parent leaders in this research operated under the mandate of promoting partnerships to increase parental involvement and school participation to encourage the social, emotional, and academic growth of children. Findings feature contrasting elements of middle-class activity influencing and structuring home–school relations within a diverse school community. The research illuminates the tensions and possibilities within this urban community, raises questions, and offers alternative interpretations of middle-class activity to a greater degree than usual. The Bakhtinian concept of heteroglossia allows interpretations of the actions and motivations among parents, providing options when parent populations comprise contrasting social groups. The conclusion not only highlights middle-class standards at work within partnership activities but also raises questions about how to best utilize leadership potential of strong cadres of parent volunteers in activities of organizations like PATHWAYS and Parent Teacher Organization.     

Korean-Immigrant Parents’ Support of Their American-Born Children’s Development and Maintenance of the Home Language

This study explores Korean-immigrant parents’ language ideologies and practices with respect to their American-born children’s language development. Participants were seven ethnic Korean families composed of immigrant parents and their American-born children, aged between five and seven, in Midwestern America. Interviews in the medium of Korean with the parents, and naturally-occurring family conversations during a meal time, reading time, and play time were audio-recorded and analyzed. The findings suggest that Korean-immigrant parents have a strong desire to pass on their mother tongue to their American-born children, largely derived from their language barrier, and perception of language as an identity marker and socio-economic capital in case they return to Korea for familial obligations and economic opportunities, which represent the context-specific nature of family language policy. Language strategies, such as parental feedback and language-mixing, serve as a catalyst for the implementation of family language policy on the levels of functions, forms, and teaching of the Korean language for Korean-American children’s bilingual development.     

‘Flexibility’, Community and Making Parents Responsible

This article draws on Foucault's concept of governmentality to explore how recent political moves to legalise ‘flexibility’ mobilises education authorities to make ‘community’ a technical means of achieving the political objective of schooling the child. I argue that ‘flexibility’ in this sense is a neo‐liberal strategy that shifts relations between the governed and the State. In this way, it transforms the idea of schooling from a State run institution for the purpose of ‘community building’ to a community run institution for the purpose of making parents governable by both instrumentalising and institutionalising individualism through the force of community membership. Rather than a form of liberation from bureaucratic rule, the paper exposes how ‘flexibility’ acts as a normalising strategy that works with difference to entangle parents as community members in the process of schooling the child through the moral obligation of the contract.