Pakistani Parents and Their Children's School: Parent and School Staff Perspectives on Parental Involvement at the Foundation Stage

Autor/in	Ashraf, Saeeda
Titel	Pakistani Parents and Their Children's School: Parent and School Staff Perspectives on Parental Involvement at the Foundation Stage
Quelle	In: Race, Ethnicity and Education, 22 (2019) 5, S.703-721 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2019.1604506
Schlagwörter	Foreign Countries; Parent Attitudes; Parent Participation; Parent School Relationship; Teacher Attitudes; Minority Groups; Immigrants; Early Childhood Education; Individual Characteristics; Administrator Attitudes; English (Second Language); Language Usage; Parent Teacher Cooperation; Pakistan; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elternverhalten; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lehrerverhalten; Ethnische Minderheit; Immigrant; Immigrantin; Immigranten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	The article reports the results of a case study of Pakistani parents' involvement with their children's school in a Foundation Stage setting in Southern England. The context includes the difficulties some children and families from ethnic minorities can experience within the English education system and a growing awareness of the importance of parental involvement. Detailed interviews were conducted with parents from twelve families (most in the parents' mother tongue) and relevant staff. Most parents and school staff were very positive about parental involvement but levels of involvement were mostly low. Many parents did not feel welcomed and got little information and guidance. They did not understand teaching methods in relation to play and mathematics. The school staff attributed low levels of involvement to parents not valuing such involvement and their lack of education. The study shows a significant level of misunderstanding and lack of communication between school and parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01