Název: Ukrainian parents' engagement with Czech public schools : challenges and roles for parents
Zdrojový dokument: Studia paedagogica. 2023, roč. 28, č. 2, s. [97]-118
Rozsah
[97]-118
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2023-2-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.78478
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Even though school-based parental involvement has been linked to academic and behavioral benefits for children, little is known about the links between parental involvement for Ukrainian refugee families and contextual factors such as Czech language fluency, teaching styles, and student assessment. Identifying the barriers and limitations to cooperation between the home and the school might contribute to helping refugee children adjust to their new life in the host country. The article presents the results of a study with an exploratory qualitative approach using interviews and an interpretative phenomenological analysis for data interpretation. The study was designed to explore the multiple barriers that refugee families face when engaging with their children’s Czech public schools. The results revealed that Ukrainian parents encountered a number of challenges and that a welcoming school environment was crucial for involving them in their child’s school.
Reference
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[5] Bhaskar, R. (2008). A realist theory of science (1st Ed.). Routledge.
[6] Blake, S., Janssens, A., Ewing, J., & Barlow, A. (2021). Reflections on joint and individual interviews with couples: A multi-level interview mode. International Journal of Qualitative Methods, 20, 1–11. https://doi.org/10.1177/16094069211016733
[7] Bryman, A. (2012). Social research methods (4th Ed.). Oxford University Press.
[8] Bucholtz, M. (2000). The politics of transcription. Journal of Pragmatics, 32(10), 1439–1465. https://doi.org/10.1016/S0378-2166(99)00094-6
[9] Cerna, L. (2019). Refugee education: Integration models and practices in OECD countries. OECD education working papers No. 203, 1–73. https://doi.org/10.1787/a3251a00-en
[10] Child Trends Data Bank. (2015). Parental expectations for their children's academic attainment indicators of child and youth well-being. Bethesda, MD.
[11] Comer, J. P. (2005). The rewards of parent participation. Educational Leadership, 62(6), 38–42.
[12] Cotton, K., & Wikelund, K. R. (2001). Parent involvement in education. Education Northwest. https://educationnorthwest.org/resources/parent-involvement-education
[13] Couchenour, D., & Chrisman, K. (2008). Families, schools and communities: Together for young children (3rd Ed.). Thomson Delmar Learning.
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[15] DeHass, A. G. (2005). Facilitating parent involvement: Reflecting on effective teacher education. Teaching & Learning: The Journal of Natural Inquiry & Reflective Practice, 19(2), 57–76.
[16] Eccles, J. S., & Harold, R. D. (1993). Parent-school involvement during the early adolescent years. Teachers College Record, 94(3), 568–587.
[17] Epstein, J. (1995). School, family, community partnerships: Caring for the children we share. Phi Delta Kappan, 77, 701–712.
[18] Eurydice Report. (2019). Integrating students from migrant backgrounds into schools in Europe: National policies and measures. Publications Office of the European Union.
[19] Eurydice Report. (2022). Supporting refugee learners from Ukraine in schools in Europe. Publications Office of the European Union.
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[21] Finlay, L. (2013). Unfolding the phenomenological research process: Iterative stages of “seeing afresh”. Journal of Humanistic Psychology, 53(2), 172–201. https://doi.org/10.1177/0022167812453877
[22] Gonsalves, C. (1992). Psychological stages of the refugee process: A model for therapeutic interventions. Professional Psychology: Research and Practice, 23(5), 382–389. https://doi.org/10.1037/0735-7028.23.5.382
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[24] Hamilton, R. (2004). Schools, teachers and education of refugee children. In R. Hamilton & D. Moore (Eds.), Educational Interventions for Refugee Children (pp. 83–96). Routledge Falmer.
[25] Harris, E., & Weimer, C. (2004). Engaging with families in out-of-school time learning. Issues and opportunities in out-of-school time evaluation. Global Family Research Project. https://archive.globalfrp.org/out-of-school-time/publications-resources/engaging-with-families-in-outof-school-time-learning
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[27] Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children's education: Why does it make a difference? Teachers College Record, 97(2), 310–331.
[28] Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. E. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2),105–130. https://doi.org/10.1086/499194
[29] Hornby, G., & Lafaele, R. (2011) Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049
[30] Jeynes, W. H. (2005). Effects of parental involvement and family structure on the academic achievement of adolescents. Marriage and family review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06
[31] Karkouti, I. M., Wolsey, T. D., & Toprak, M. (2020). Restoring hope for Syrian refugees: Social support students need to excel at school. International Migration, 58(4), 21–36. https://doi.org/10.1111/imig.12642
[32] Kia-Keating, M., & Ellis, B. H. (2007). Belonging and connection to school in resettlement: Young refugees, school belonging, and psychosocial adjustment. Clinical Child Psychology and Psychiatry, 12(1), 29–43. https://doi.org/10.1177/1359104507071052
[33] Kohl, G. O., Lengua, L. J., & McMahon, R. J. (2000). Parent involvement in school: Conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38(6), 501–523. https://doi.org/10.1016/S0022-4405(00)00050-9
[34] Kvale, S. (2007). Doing interviews. The Sage Qualitative Research Kit. Sage Publications. https://dx.doi.org/10.4135/9781849208963
[35] Lamberg, L. (1996). Nationwide study of health and coping among immigrant children and families. JAMA, 276(18), 1455–1456. https://doi.org/10.1001/jama.1996.03540180009003
[36] Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. Falmer Press.
[37] Lester, S. (1999). An introduction to phenomenological research. https://devmts.org.uk/resmethy.pdf
[38] Machen, S. M., Wilson, J. D., & Notar, C. E. (2005). Parental involvement in the classroom. Journal of Instructional Psychology, 32(1), 13–16.
[39] Masten, A. S., & Narayan, A. J. (2012). Child development in the context of disaster, war, and terrorism: Pathways of risk and resilience. Annual Review of Psychology, 63, 227–257. https://doi.org/10.1146/annurev-psych-120710-100356
[40] Mayer, S. E. (1997). What money can't buy: Family income and children's life chances. Harvard University Press.
[41] McMullin, C. (2021). Transcription and Qualitative Methods: Implications for Third Sector Research. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 34, 140–153 (2023).
[42] Ministry of Education, Youth and Sport of the Czech Republic. (2022). The integration of aliens. https://www.msmt.cz/areas-of-work/social-programs/the-integration-of-aliens?lang=2
[43] Montgomery, E., & Foldspang, A. (2008). Discrimination, mental problems and social adaptation in young refugees. European Journal of Public Health, 18(2), 156–161. https://doi.org/10.1093/eurpub/ckm073
[44] Muhič, J. (2011). Analýza kulturního minima pro integraci cizinců. Institute for educational and psychological counselling.
[45] National PTA. (2022). PTA National standards for family-school partnerships. National PTA. https://www.pta.org/home/run-your-pta/National-Standards-for-Family-School-Partnerships
[46] OECD. (2019). TALIS 2018 Technical Report. Paris: OECD.
[47] Quantz, R. A. (1992). On critical ethnography (with some postmodernist considerations). In M. LeCompte & W. Millroy (Eds.), The Handbook of Qualitative Research in Education (pp. 447–505). Academic Press.
[48] Paseka, A., & Killus, D. (2022). Home-school partnership in Germany: Expectations, experiences, and current challenges. Encyclopaideia – Journal of Phenomenology and Education, 26(63), 45–56. https://doi.org/10.6092/issn.1825-8670/14552
[49] Polkinghorne, D. E. (1989). Phenomenological research methods. In R. S. Valle, & S. Halling (Eds.), Existential-phenomenological perspectives in psychology: Exploring the breadth of human experience (pp. 41–60). Plenum Press.
[50] Prior, J., & Gerard, M. R. (2007). Family involvement in early childhood education: Research into practice. Thomson Delmar Learning.
[51] Prokop, D., Kavanová, M., Škvrňák, M., Levinský, M., Kunc, M., & Bicanová, J. (2022). Voice of Ukrainians: Education, housing, employment, poverty, mental health: Refugee survey. PAQ Research.
[52] Průcha, J. (2006). Multikulturní výchova. Příručka (nejen) pro učitele [Multicultural education. A guide (not only) for teachers]. Triton.
[53] Ramirez, A. F. (2003). Dismay and disappointment: Parental involvement of Latino immigrant parents. The Urban Review, 35(2), 93–110. https://doi.org/10.1023/A:1023705511946
[54] Reid, K., Flowers, P., & Larkin, M. (2005). Exploring lived experience. The Psychologist, 18(1), 20–23.
[55] Richman, N. (1998). The midst of the whirlwind: A manual for helping refugee children. Trentham.
[56] Sheldon, S. B. (2003). Linking school–family–community partnerships in urban elementary schools to student achievement on state tests. The Urban Review, 35(2), 149–165. https://doi.org/10.1023/A:1023713829693
[57] Smith, J. A. (2004). Reflecting on the development of interpretative phenomenological analysis and its contribution to qualitative research in psychology. Qualitative Research in Psychology, 1(1), 39–54.
[58] Smith, J. A., & Dunworth, F. (2003). Qualitative methods in the study of development. In K. Connolly & J. Valsiner (Eds.), The handbook of developmental psychology (pp. 603–620). Sage.
[59] Smith, J., Stern, K., & Shatrova, Z. (2008). Factors inhibiting Hispanic parents' school involvement. Rural Educator, 29(2), 8–13. https://doi.org/10.35608/ruraled.v29i2.468.
[60] Smith, J., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage Publications.
[61] Sohn, S., & Wang, X. C. (2006). Immigrant parents' involvement in American schools: Perspectives from Korean mothers. Early Childhood Education Journal, 34(2), 125–132. https://doi.org/10.1007/s10643-006-0070-6
[62] The Czech Republic Parliament. (2022). Zpráva o situaci v oblasti migrace a integrace cizinců na území České republiky v roce 2021. https://www.psp.cz/sqw/tisky.sqw?t=278&za=
[63] The Czech Statistical Office. (2022). https://www.czso.cz/csu/czso/home
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