Literaturnachweis - Detailanzeige
| Autor/inn/en | Malika, Nipher; Granillo, Cristie; Belliard, Juan Carlos |
|---|---|
| Titel | Bridging the Gap between Resources and Marginalized Families |
| Quelle | In: Childhood Education, 97 (2021) 1, S.64-67 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-4056 |
| DOI | 10.1080/00094056.2021.1873696 |
| Schlagwörter | At Risk Students; Access to Education; Resources; Environmental Influences; Low Income Groups; Minority Group Students; Attendance; Parent Participation; School Districts; Access to Health Care; Community Organizations; Community Programs; Parent Education; Tutoring; Program Effectiveness; Cultural Relevance; Pandemics; COVID-19; California |
| Abstract | In the United States, students from marginalized backgrounds historically have had gaps in their access to education, thus affecting success and overall achievement. In an attempt to address these educational gaps, researchers, school districts, and government officials have been working to provide resources for those in communities with low economic opportunities, with low levels of educational attainment, and overall defined as being marginalized. This article asks: How can parents and students be more effectively connected with the resources available to them? Then once they are effectively connected, the question remains: To what degree does this access improve students' and families' lives? It is of critical importance to go beyond offering resources, connecting families directly to the resources and documenting the changes that happen. Therefore, the authors implemented an innovative way to do so by incorporating community health and education workers (CHEWs) who can serve as liaisons between families, resources, and schools, providing health and educational outreach and advocacy. Informed by Maslow's hierarchy of need, they believe that what happens outside of the classroom directly impacts a child in the classroom; thus, helping parents and students to connect to resources more effectively ultimately prepares the child for success in the classroom. The article begins by describing who the community health and education workers (CHEWs) are. It goes on to describe how the authors worked with a low-income minority school district in Southern California with over 53,000 students placing CHEWs at schools in hopes of ultimately impacting education by reducing chronic absenteeism, increasing parental engagement, and increasing use of school district resources. (ERIC). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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