Power to Engage, Power to Resist: A Structuration Analysis of Barriers to Parental Involvement

Autor/in	Goss, Adrienne C.
Titel	Power to Engage, Power to Resist: A Structuration Analysis of Barriers to Parental Involvement
Quelle	In: Education and Urban Society, 51 (2019) 5, S.595-612 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517747363
Schlagwörter	Parent Participation; Parent School Relationship; Barriers; Advocacy; Urban Schools; Special Education; Power Structure; African American Students; Hispanic American Students; White Students; Asian American Students; At Risk Students; Minority Group Students; Program Effectiveness; Cultural Relevance; Information Dissemination; Elementary Secondary Education; Parent Attitudes + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sozialanwaltschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Informationsverbreitung; Elternverhalten
Abstract	Parents face varying degrees of difficulty with getting involved in their children's schools. Using data from a study of parent members of a community organization and structuration theory, I examined how and why parents encountered resistance to their attempts to be more involved and to advocate for their children. This work can broaden our conception of barriers to parental involvement and serve as an alert to parent advocates, parents of children of color, and parents of children in special education, as they tend to experience the most challenges. I hope that it will also inspire educators to reconsider their actions within this system and be more courageous in their own advocacy for children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01