'A Damn Sight More Sensitivity': Gender and Parent-School Engagement during Post-Separation Family Transitions

Autor/inn/en	Saltmarsh, Sue; Tualaulelei, Eseta; Ayre, Kay
Titel	'A Damn Sight More Sensitivity': Gender and Parent-School Engagement during Post-Separation Family Transitions
Quelle	In: Gender and Education, 34 (2022) 1, S.64-79 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saltmarsh, Sue) ORCID (Tualaulelei, Eseta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2021.1902483
Schlagwörter	Parent Participation; Parent School Relationship; Divorce; Family Relationship; Well Being; Foreign Countries; Gender Issues; Sex Stereotypes; Sex Role; Parent Attitudes; Australia + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ehescheidung; Well-being; Wellness; Wohlbefinden; Ausland; Geschlechterfrage; Geschlechterrolle; Elternverhalten; Australien
Abstract	This paper considers the importance parents place on engaging with children's schools following the dissolution of parental intimate partner relationships. These periods of family transition typically involve many changes to everyday life, and can be complicated by tensions, disputes and competing agendas between parties. During such times, school staff may be unaware of family circumstances, uncomfortable about being privy to what many consider private matters, or unsure of their responsibilities based on the information available to them. For parents, however, the link between home and school can be a critical aspect of maintaining community connections and supporting children's learning and wellbeing during a time of personal and family upheaval. Here we draw on in-depth interviews with four Australian parents, whose experiences highlight how gendered norms and assumptions that underpin everyday school activities and practices can create exclusions and additional demands for families in need of sensitivity, safety and support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01