How Do African American Mothers in a Rural Community Perceive Resources for Supporting Family Involvement in the Early Years?

Autor/in	Parks, Amy Noelle
Titel	How Do African American Mothers in a Rural Community Perceive Resources for Supporting Family Involvement in the Early Years?
Quelle	In: Early Childhood Education Journal, 46 (2018) 5, S.557-565 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-017-0882-6
Schlagwörter	African Americans; Mothers; Educational Resources; Parent Attitudes; Family Involvement; Early Childhood Education; Interviews; Ethnography; Low Income; Parent School Relationship; Rural Environment; Rural Schools; Interpersonal Relationship; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Afroamerikaner; Mother; Mutter; Bildungsmittel; Elternverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interviewing; Interviewtechnik; Ethnografie; Niedriglohn; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ländliches Milieu; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	Previous research focused on schools that serve low-income and minoritized communities has demonstrated that families often do not feel that their schools are receptive to family involvement. This interview study, which comes out of a long-term ethnographic project at a rural school that primarily served low-income, African American families, reports on the ways that mothers in this school felt welcomed by school staff during their children's first three years of schooling (Prekindergarten to Grade 1). Many of the parents identified the rural context as contributing to their positive feelings about involvement with the school because the context supported long-term relationships with school staff, and the small school allowed parents to feel that both they and their children were known. Mothers reported that these characteristics supported their efforts to intervene on behalf of their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01