Who Really Cares? Urban Youths' Perceptions of Parental and Programmatic Support

Autor/inn/en	Vega, Desireé; Moore, James L., III; Miranda, Antoinette Halsell
Titel	Who Really Cares? Urban Youths' Perceptions of Parental and Programmatic Support
Quelle	In: School Community Journal, 25 (2015) 1, S.53-72 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Qualitative Research; Urban Youth; Attitude Measures; Parent Role; Parent Participation; Family Involvement; Student Needs; Program Effectiveness; Low Income Groups; College Preparation; School Personnel; Critical Theory; Race; High School Students; Minority Group Students; Cultural Capital; African American Students; Hispanic American Students; Summer Programs; College Bound Students; Questionnaires; Semi Structured Interviews; Grounded Theory; Comparative Analysis + Suchen Sie Ihr Suchwort? Qualitative Forschung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Parental role; Elternrolle; Elternmitwirkung; Schulpersonal; Kritische Theorie; Rasse; Abstammung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Sommerkurs; Fragebogen
Abstract	This qualitative study explored the perceptions of parental and programmatic support among 20 urban youth. Existing literature indicates that educators often place blame on parents for their perceived lack of involvement in their children's schooling. However, the participants identified their family members (e.g., parents, siblings) as providing them with the greatest amount of support throughout their schooling experience. Additionally, more than half of the sample participated in the Upward Bound program and attributed their educational success to the support they received as program participants. These participants defined support in various ways including emotional encouragement, academic assistance, and college preparation help. Schools should examine parental involvement from a broader perspective to encompass the role parents of students from low socioeconomic backgrounds play in their children's education and tap into these support systems to meet their students' educational needs. Finally, the role of college preparatory program staff should continue to be assessed as a support system for urban youth. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01