Achieving Cultural Proficiency in Schools from the Perspective of Parents

Autor/in	Roy, Josephine
Titel	Achieving Cultural Proficiency in Schools from the Perspective of Parents
Quelle	(2009), (113 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-3955-1
Schlagwörter	Hochschulschrift; Dissertation; School Activities; Outreach Programs; Parent Participation; Minority Groups; Language Minorities; English (Second Language); Cultural Pluralism; Student Diversity; Interviews; Parent Attitudes; Parents; Educational Environment; Immigrants + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Jobcoaching; Elternmitwirkung; Ethnische Minderheit; Sprachminderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Kulturpluralismus; Interviewing; Interviewtechnik; Elternverhalten; Eltern; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Immigrant; Immigrantin; Immigranten
Abstract	The percentage of K-12 children from homes where a language other than English is spoken has doubled in the last 30 years, and the language minority population will soon outnumber English speakers in many major cities in the United States. With this shift in the population, cultural proficiency in America's schools is of great importance. The purpose of this case study was to explore the perspective of minority parents to gain an understanding of what schools need to do to be perceived as culturally proficient. Lindsey, Roberts and Campbell Jones' theory and practices of school's cultural proficiency served as the theoretical foundation of the study. The central research question guiding the study involved understanding which components are required for a school to be culturally proficient through the perspective of culturally diverse parents. Interviews were conducted according to the Parent Cultural Proficiency Interview Guide with a sample of 10 parents. Data were coded for patterns and themes related to the research question. Validity of the conclusions was confirmed by triangulating the interview data through cross member checking. Data analysis revealed that when schools exhibit cultural proficiency, parents were inclined to become actively involved in their children's school. The findings suggest culturally diverse parents do want their children to do well in school. They expressed a willingness to become involved in school activities and also foster conditions at home that support their children's efforts in learning. Outreach programs by the school would also encourage parent participation which can develop school partnerships and promote student success. Understanding the parents' perspectives may develop practices which can foster cultural proficiency in schools and in turn bring positive social change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10