NCJ Number
141078
Journal
Clearing House Volume: 62 Dated: (November 1988) Pages: 108-112
Date Published
1988
Length
5 pages
Annotation
Both research and common sense support the view that the home and school are interdependent and necessary factors for educational improvement in schools serving the urban poor and are being used to develop revised strategies and assumptions about the nature and conditions of achieving productive cooperation between parents and teachers.
Abstract
The traditional methods schools use to involve parents and acquire their support are ineffective for the majority of urban parents. These methods include one-way communication from the school to the parent, threats of potential student punishment or failure as a means to stimulate parent action, and developing mechanisms such as PTA's that appeal to parent pride and status. However, social disorganization and marginality of family and community structures hinders parent-teacher understanding and cooperation in schools serving the urban poor. In addition, teachers are often resistant and insecure about involvement with these parents and fearful that negative outcomes would result from involving parents in policymaking. Moreover, students report that their parents do not show consistent support for school matters. Nevertheless, parents demonstrate concern for their children's school success by helping with homework. To develop productive cooperation, the needs and attitudes of teachers as well as parents must be considered, and a strategic plan that provides for a continuum of parent involvement should be developed. This effort must proceed along a planned progression in which parental involvement and teacher acceptance are carefully nurtured, supported, and reinforced. Footnotes and 8 references