Title: Parental and family involvement in schools : perceptions of young Brazilian and Portuguese people from underprivileged contexts
Source document: Studia paedagogica. 2023, vol. 28, iss. 2, pp. [29]-48
Extent
[29]-48
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2023-2-2
Stable URL (handle): https://hdl.handle.net/11222.digilib/digilib.78475
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
An understanding of young people's schooling processes and life projects requires a recognition of the broad social perspective that encompasses them. Families are clearly included in that perspective. The growing recognition that schools do not educate alone has led to a call for institutional efforts to involve parents and families in compulsory schooling in more inclusive ways. This article debates the complexity of parental and family involvement in schools from peripheral contexts, based on a study conducted in Brazil and Portugal. It aims at understanding how young people comprehend the school-family dynamics in their educational trajectories. Twenty-one biographical interviews were conducted with young people attending public secondary schools. A content analysis of the interviews led to the organization of parental/family involvement in schools according to three family rationales: (a) anchor families, defined by their coercive nature; (b) haven families, defined as safe spaces; and (c) windmill families, characterized by a rather close relationship with school.
Note
This work was supported by the Portuguese Foundation for Science and Technology, IP (FCT), under a doctoral scholarship award (PD/BD/105700/2014). It has also benefited from the multi-annual funding awarded to CIIE by FCT (grants UIDB/00167/2020 and UIDP/00167/2020).
References
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[27] Ross, C. E., & Mirowsky, J. (2011). The interaction of personal and parental education on health. Social Science and Medicine, 72(4), 591–599. https://doi.org/10.1016/j.usocscimed.2010.11.028
[28] Sacristán, J. G. (2003). O aluno como invenção. Porto Editora.
[29] Schlee, B. M., Mullis, A. K., & Shriner, M. (2009). Parents social and resource capital: Predictors of academic achievement during early childhood. Children and Youth Services Review, 31(2), 227–234. https://doi.org/10.1016/j.childyouth.2008.07.014
[30] Singly, F. (2011). Sociologia da família contemporânea. Edições Texto & Grafia.
[31] Stake, R. E. (2007). A arte de investigação com estudos de caso. Gulbenkian.
[32] Vaismoradi, M, & Snelgrove, S. (2019). Theme in qualitative content analysis and thematic analysis. FQS, 20(3), 1–14. https://doi.org/10.17169/fqs-20.3.3376
[33] Weber, M. (2011). Methodology of social sciences. Transaction Publishers.
[34] Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377–397. https://doi.org/10.1080/00131911.2013.780009
[2] Barbosa, M. C. S. (2007). School cultures, childhood cultures and family cultures: Socialization and schooling in the intertwining of these cultures. Educação e Sociedade, 28(100), 1059–1083. https://doi.org/10.1590/S0101-73302007000300020
[3] Bardin, L. (1977). L'analyse de contenu. PUF.
[4] Bourdieu, P. (1970). La reproduction. Minuit.
[5] Bruyne, P., Herman, J., & Schoutheete, M. (1991). Dinâmica da pesquisa em ciências sociais: Os pólos da prática metodológica. Francisco Alves.
[6] Canário, R., Alves, N., & Rolo, C. (2001). Escola e exclusão social. Para uma análise crítica da política Teip. EDUCA.
[7] Charlot, B. (2009). A relação com o saber nos meios populares. Uma investigação nos liceus profissionais de subúrbio. CIIE /Livpsic.
[8] Clandinin, D. J. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
[9] Dayrell, J. (2007). Does school “make” youth? Reflections around youth socialization. Educação & Sociedade, 28(100), 1105–1128. https://doi.org/10.1590/S0101-73302007000300022
[10] Dubet, F. (1994). Sociologia da experiência. Instituto Piaget.
[11] Dubet, F. (2008). Democratização escolar e justiça da escola. Revista Educação, 33(3), 381–394.
[12] Epstein, J. L. (2002). School, family and community partnerships: Caring for the children we share. In J. L. M. G. Sanders, B. S. Simons, K. C. Salinas, N. R. Jansorn, & F. L. van Voorhis (Eds.), School, family and community partnerships (pp. 7–29). Corwin Press.
[13] Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students' academic self-efficacy, engagement and intrinsic motivation. Educational Psychology: An International Journal of Experimental Educational Psychology, 30 (1), 53 –74. https://doi.org/10.1080/01443410903353302
[14] Freires, T., Pereira, F., & Santos, C. (2016). Family involvement in schooling: A North Portugal portrait by elementary students. The New Educational Review, 44(2), 52–61. https://doi.org/10.15804/tner.2016.44.2.04
[15] Freires, T., & Pereira, F. (2018). Living in between: Schooling processes of working-class students in Northern Portugal. Educar, 54(1), 31–47. https://doi.org/10.5565/rev/educar.918
[16] Freires, T. (2019). Sentidos da escola em contextos periféricos: Narrativas de jovens brasileiros e portugueses [Doctoral dissertation, University of Porto]. Repositório Aberto da Universidade do Porto. https://hdl.handle.net/10216/125140
[17] Gadsden, V. L., & Dixon-Román, E. (2017). “Urban” schooling and “urban” families: The role of context and place. Urban Education, 52(4), 431–459. https://doi.org/10.1177/0042085916652189
[18] Goodson, I. F. (2013). Developing narrative theory. Life Histories and personal representation. Routledge.
[19] Habermas, J. (2002). Racionalidade e comunicação. Edições 70.
[20] Hasnat, M. A. (2016). Parents' perception of their involvement in schooling activities: A case study from rural secondary schools in Bangladesh. Studia paedagogica, 21(4), 137–149. https://doi.org/10.5817/SP2016-4-7
[21] Lahire, B. (1997). Sucesso escolar nos meios populares: as razões do improvável. Ática.
[22] Magalhães, D. (1994). Classes sociais e trajectórias intergeracionais. Revista do Departamento de Sociologia da Faculdade de Letras da Universidade do Porto, 4, 173–217.
[23] Myers, M. (2015). Black families and schooling in rural South Carolina: Families' and educators' disjunctive interpretations of parental involvement. Peabody Journal of Education, 90(3), 437–458. https://doi.org/10.1080/0161956X.2015.1044298
[24] Paseka, A., & Killus, D. (2020). Germany: Parental involvement in Germany. In A. Paseka & D. Byrne (Eds.), Parental involvement across European education systems. Critical perspectives (pp. 21–35). Routledge.
[25] Rabušicová, M., Kamanová, L., & Pevná, K. (2016). Family learning models in intergenerational perspective. The New Educational Review, 45(3), 64–75. https://doi.org/10.15804/tner.2016.45.3.
[26] Rogers, M. A., Wiener, J., Marton, I., & Tannock, R. (2009). Parental involvement in children´s learning: Comparing parents of children with and without attention-deficit / hyperactivity disorder (ADHD). Journal of School Psychology, 47(3), 167–185. https://doi.org/10.1016/j.jsp.2009.02.001
[27] Ross, C. E., & Mirowsky, J. (2011). The interaction of personal and parental education on health. Social Science and Medicine, 72(4), 591–599. https://doi.org/10.1016/j.usocscimed.2010.11.028
[28] Sacristán, J. G. (2003). O aluno como invenção. Porto Editora.
[29] Schlee, B. M., Mullis, A. K., & Shriner, M. (2009). Parents social and resource capital: Predictors of academic achievement during early childhood. Children and Youth Services Review, 31(2), 227–234. https://doi.org/10.1016/j.childyouth.2008.07.014
[30] Singly, F. (2011). Sociologia da família contemporânea. Edições Texto & Grafia.
[31] Stake, R. E. (2007). A arte de investigação com estudos de caso. Gulbenkian.
[32] Vaismoradi, M, & Snelgrove, S. (2019). Theme in qualitative content analysis and thematic analysis. FQS, 20(3), 1–14. https://doi.org/10.17169/fqs-20.3.3376
[33] Weber, M. (2011). Methodology of social sciences. Transaction Publishers.
[34] Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377–397. https://doi.org/10.1080/00131911.2013.780009