Do Parents Value Education? Teachers' Perceptions of Minority Parents

Autor/inn/en	DeCastro-Ambrosetti, Debra; Cho, Grace
Titel	Do Parents Value Education? Teachers' Perceptions of Minority Parents
Quelle	In: Multicultural Education, 13 (2005) 2, S.44-46 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Cultural Pluralism; Family Environment; Preservice Teachers; Teacher Attitudes; Minority Groups; Student Diversity; Parent Teacher Cooperation; Student Teacher Attitudes; Secondary School Teachers; Parent Attitudes; Consciousness Raising; Cultural Awareness; Family Involvement; Parent Participation; Low Achievement + Suchen Sie Ihr Suchwort? Kulturpluralismus; Familienmilieu; Lehrerverhalten; Ethnische Minderheit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten; Bewusstseinsbildung; Cultural identity; Kulturelle Identität; Elternmitwirkung; Unterdurchschnittliche Leistung
Abstract	This article presents the findings of a study that examined how teachers view parents and children of diverse cultural groups. The authors explored secondary preservice and inservice teachers perceptions of diverse cultural groups and the value these parents place on education. They selected pre-service and in-service teachers enrolled in courses in a teacher credentialing program that had cultural diversity concepts embedded within the curricula. Findings of the study revealed that taking courses that had cultural diversity concepts embedded within the curricula positively influenced many of the pre-service and in-service teachers' attitudes towards issues of diversity. Because of their limited cultural knowledge, teaching experience and exposure to issues of diversity, some participants still felt ill equipped for teaching culturally and linguistically diverse (CLD) students. The authors also found that the majority of preservice and inservice teachers continue to blame the home environment and the parents' lack of value toward education for CLD students' low academic performance. The authors' recommendations for program revision in teacher education call for the inclusion of field experiences that include community outreach programs with CLD populations, in addition to courses taken at the university. They suggest that these revisions are implemented before pre-service teachers engage in their student teaching assignment, therefore, they will be better equipped to adequately communicate with parents and teach and meet the needs of CLD students. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Blvd, PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10