Teacher-Child Racial/Ethnic Match and Parental Engagement With Head Start

2020 ◽  
Vol 57 (5) ◽  
pp. 2132-2174 ◽  
Author(s):  
Anna J. Markowitz ◽  
Daphna Bassok ◽  
Jason A. Grissom
Keyword(s):  
Head Start ◽  
Parental Involvement ◽  
Educational Outcomes ◽  
Parental Engagement ◽  
Children And Families ◽  
Ethnic Match ◽  
Hispanic Families ◽  
Using Data ◽  
The Relationship ◽  
Racial Ethnic

Parental engagement is central to Head Start’s two-generation mission. Drawing on research linking teacher-child racial/ethnic match to educational outcomes, the present study explores whether teacher-child match increases parental involvement in Head Start activities designed to support children and families. Using data from the 2006 and 2009 waves of the Head Start Family and Child Experiences Survey, we estimate the relationship between teacher-child racial/ethnic match and parental involvement both across and within Head Start centers. Findings suggest that match enhances parental engagement and decreases student absences, particularly among Hispanic families, suggesting that family engagement may be one potential mechanism by which racial/ethnic match improves educational outcomes. Findings also have implications for policies that reduce the diversity of the Head Start workforce.

scholarly journals A Study on Parental Involvement and Academic Achievement in Elementary School Students

2017 ◽  
Vol 9 (3-2) ◽  
Author(s):  
Ng Wee Kuan ◽  
Tan Wee Chuen
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Parental Involvement ◽  
Primary School ◽  
Elementary School Students ◽  
Significant Relationship ◽  
Educational Outcomes ◽  
Survey Design ◽  
School Students ◽  
The Relationship

Previous findings indicated that greater parental involvement will lead to better educational outcomes (Hoover-Dempsey & Sandler, 1997). This research aims to examine the relationship between parental involvement and student’s academic achievement. A quantitative survey design was employed in the study. The samples were 150 families/parents of primary 3 students in a primary school at Johor Bahru. Pearson’s r correlation was used to examine the relationship between parental involvement and student’s academic achievement. However, contrary to previous findings, the results showed that there was no significant relationship between parental involvement and student’s academic achievement (n= 110; r= 0.175; p>0.05). In spite of the inconsistency, we found there is a significant relationship between the construct of parental self-efficacy and student’s academic achievement. 

Understanding Head Start Children's Transitions to Kindergarten

2021 ◽  
pp. 254-273
Author(s):  
Louisa Tarullo ◽  
Nikki Aikens ◽  
Lizabeth Malone ◽  
Ashley Kopack Klein ◽  
Jennifer Acosta
Keyword(s):  
Head Start ◽  
Children And Families ◽  
Supportive Relationships ◽  
High Quality ◽  
Parents And Children ◽  
Growing Body ◽  
Strong Position ◽  
Using Data ◽  
Quality Learning ◽  
Smooth Transitions

Participating in Head Start can prepare children and families for success in kindergarten and beyond. A growing body of research suggests that continuity in high-quality learning experiences is critical for maintaining children's success. Transition practices can provide such continuity and improve children's outcomes. Head Start is in a strong position to help build that continuity to support parents and children. This chapter provides in-depth analyses of Head Start children's transitions to kindergarten from multiple respondent perspectives, using data from two cohorts of the Head Start Family and Child Experiences Survey. Although most Head Start centers/programs and receiving schools conduct activities to promote smooth transitions and supportive relationships, fewer are intentional about supporting an alignment of standards, curricula, and assessments across educational settings.

scholarly journals How does Parental Engagement Affect Language Learning in Teenagers?

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Aditi Kumari ◽  
Dr. Lakshmi Pandey
Keyword(s):  
Parental Involvement ◽  
Language Learning ◽  
Parental Support ◽  
National Policy ◽  
Parental Engagement ◽  
Important Place ◽  
Survey Team ◽  
Multistage Sampling ◽  
The Relationship ◽  
National Policy On Education

Language being the most important medium of communication and education, its development occupies an important place in the National Policy on Education and Programme of Action. Therefore, promotion of Hindi and other 21 languages listed in the schedule VIII of the constitution. This paper aims to examine the relationship between parental involvement and students learning achievement in language Hindi. A Multistage Sampling Design (MSD) was adopted for the selection of different sampling units. A randomly selected group of 150 students from 25 secondary schools of a district of Bihar and their parents participated in this study. In order to map out the objectives of the study, Parental Support Scale developed by Nandwana and a standard language Hindi achievement test developed by the SCERT survey team were employed to capture responses. The results indicate that students were not performing well in the language because their parents have little knowledge of the language. It was also found that girls achieved higher average scores than boys. Overall, the findings reveal that parental involvement appears to have facilitated children’s language learning and contributed to their literacy development as well.

Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments

2021 ◽  
Author(s):  
Felipe Barrera-Osorio ◽  
Paul Gertler ◽  
Nozomi Nakajima ◽  
Harry A. Patrinos
Keyword(s):  
Parental Involvement ◽  
Randomized Controlled Trials ◽  
Educational Outcomes ◽  
Controlled Trials ◽  
Randomized Experiments ◽  
Institutional Rules ◽  
Randomized Controlled ◽  
The Government ◽  
Using Data ◽  
Parental Involvement In Schools

Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.

Accent Policy and Accent Modification Enterprises as Potential Indicators of Intercultural Power Relations: A Call for an Updated Research Agenda

2013 ◽  
Vol 3 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Brynne D. Ovalle ◽  
Rahul Chakraborty
Keyword(s):  
International Relations ◽  
Identity Construction ◽  
Social Theory ◽  
Power Relations ◽  
Linguistic Diversity ◽  
Cultural Organization ◽  
Using Data ◽  
The Individual ◽  
The Impact ◽  
The Relationship

This article has two purposes: (a) to examine the relationship between intercultural power relations and the widespread practice of accent discrimination and (b) to underscore the ramifications of accent discrimination both for the individual and for global society as a whole. First, authors review social theory regarding language and group identity construction, and then go on to integrate more current studies linking accent bias to sociocultural variables. Authors discuss three examples of intercultural accent discrimination in order to illustrate how this link manifests itself in the broader context of international relations (i.e., how accent discrimination is generated in situations of unequal power) and, using a review of current research, assess the consequences of accent discrimination for the individual. Finally, the article highlights the impact that linguistic discrimination is having on linguistic diversity globally, partially using data from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and partially by offering a potential context for interpreting the emergence of practices that seek to reduce or modify speaker accents.

Workplace Ostracism and Its Negative Outcomes

2016 ◽  
Vol 15 (4) ◽  
pp. 143-151 ◽  
Author(s):  
Xiaoming Zheng ◽  
Jun Yang ◽  
Hang-Yue Ngo ◽  
Xiao-Yu Liu ◽  
Wengjuan Jiao
Keyword(s):  
Affective Commitment ◽  
Psychological Capital ◽  
Intention To Leave ◽  
Future Research ◽  
Conservation Of Resources ◽  
Negative Consequences ◽  
Negative Outcomes ◽  
Workplace Ostracism ◽  
Using Data ◽  
The Relationship

Abstract. Workplace ostracism, conceived as to being ignored or excluded by others, has attracted the attention of researchers in recent years. One essential topic in this area is how to reduce or even eliminate the negative consequences of workplace ostracism. Based on conservation of resources (COR) theory, the current study assesses the relationship between workplace ostracism and its negative outcomes, as well as the moderating role played by psychological capital, using data collected from 256 employees in three companies in the northern part of China. The study yields two important findings: (1) workplace ostracism is positively related to intention to leave and (2) psychological capital moderates the effect of workplace ostracism on affective commitment and intention to leave. This paper concludes by discussing the implications of these findings for organizations and employees, along with recommendations for future research.

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