Title: Theoretical perspectives on the role of parents in shadow education
Source document: Studia paedagogica. 2023, vol. 28, iss. 2, pp. [73]-95
Extent
[73]-95
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2023-2-4
Stable URL (handle): https://hdl.handle.net/11222.digilib/digilib.78477
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Scholarly interest in the topic of shadow education has increased in the past three decades, as evidenced by the number of publications in education journals. Alongside teachers, students, and tutors, shadow education scholars have considered parents as key actors and have explored their role using different theories. The purpose of this article is to investigate the existing literature on parental perspectives of shadow education and to identify several commonalities and differences among these perspectives. More specifically, this review includes theories about parents' socioeconomic backgrounds and parental decision making. We found that the commonly used concepts about parental backgrounds stem from Bourdieusian theories of social capital, class, and socioeconomic background. Decision-making theories are most frequently borrowed from economics (e.g., rational choice theory and consumer theory) and from psychology (e.g., Bronfenbrenner's ecological theory of human development). This article considers existing theories employed in the study of parental perspectives of shadow education that are currently at the forefront of this field, but it also identifies gaps. The article concludes with a suggestion of topics and perspectives for future research related both to new forms of parental involvement and to more conventional aspects of understanding parents that have been largely overlooked by shadow education scholars.
Note
This work was supported by the Czech Science Foundation (GA ČR) under grant no. 22-01308S Parental demand for shadow education: Contexts, processes, determinants and outcomes.
References
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[28] Symeou, L. (2020). Depicting the landscape of school-family relationship and family-school involvement in Cyprus. In L. Paseka & D. Byrne (Eds.), Parental Involvement across European Education Systems (pp. 8–20). Routledge.
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[2] Assessment, Evaluation, and Examination Department in Ramallah. (2020, 24th September). Personal communication.
[3] Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30. http://dx.doi.org/10.1016/j.edurev.2018.02.001
[4] Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290. https://doi.org/10.1037/1040-3590.6.4.284
[5] Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge.
[6] Comer, J. P. (1995). School power: Implications of an intervention project. Free Press.
[7] Comer, J., & Haynes, N. (1997, 1st July). The home-school team: An emphasis on parent involvement. Edutopia. https://www.edutopia.org/home-school-team
[8] El-Zeki, A., & Khattab, M. (2012). The role of school management in facing drop-out in the intermediate stage in Al-Ahsa Governorate. Comparative Education Research Journal, 24(2), 731–760.
[9] Epstein, J. L. (1987). Toward a theory of family-school connections: Teacher practices and parent involvement. In K. Hurrelmann, F. X. Kaufman, & F. Losel (Eds.), Social intervention: Potential and constraints (pp. 121–136). De Gruyter.
[10] Fisher, Y., & Friedman, I. (2009). Parents and school: Reciprocal relations and involvement. Dapim, 47, 11–40.
[11] Gardiner, J. (2015). Social class and educational achievement in modern England: The impact of aspirations, attitudes, self-belief and cultural identity on working class pupils' educational achievement. Anglia Ruskin University. https://doi.org/10.13140/RG.2.1.3083.3127/1
[12] Gonida, E. N., & Cortina, K. S. (2014). Parental involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84, 376–396. https://doi.org/10.1111/bjep.12039
[13] Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237–252. https://doi.org/10.2307/1131378
[14] Johnson, U. Y., & Hull, D. M. (2014). Parental involvement and science achievement: A cross-classified multilevel latent growth curve analysis. The Journal of Educational Research, 107(5), 399–409. https://doi.org/10.1080/00220671.2013.807488
[15] Kaplan Toren, N., & van Schalkwyk, G. J. (2013). Parental involvement: Practices, improvement strategies and challenges. Nova. https://novapublishers.com/shop/parental-involvementpractices-improvement-strategies-and-challenges/
[16] Kharphan, H., & Kasmi, S. (2020). The family's socio-cultural situation and its relationship with the level of educational attainment of children: A field study on a sample of Skikda secondary school pupils. The Jamea Journal of Psychological Studies and Educational Sciences, 5(2), 104–141.
[17] LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental involvement: The missing link in school achievement. Preventing School Failure: Alternative Education for Children and Youth, 55(3), 115–122. https://doi.org/10.1080/10459880903472876
[18] Makewa, L. N., Role, E., & Otewa, F. (2012). Parental factors affecting academic achievement of grade six pupils in Kisumu City, Kenya. International Journal of Asian Social Science, 2(11), 1984–1997.
[19] Ministry of Education Office in Ramallah. (2020, 20th November). Personal communication.
[20] Ministry of Education Office in Ramallah. (2021). Personal communication.
[21] Ministry of Education Primary Results of the National Assessment Study in Science for Fifth and Ninth Grades in the scholastic year 2017/2018. Evaluation & Examination Leaflet No (96), Palestine. NAT Science Results 2018.
[22] Palestinian Ministry of Education and Higher Education. (2013). Learned lessons from high achievement schools in Palestine. Measurement and Evaluation Department Publications, 45. Assessment and Evaluation Department.
[23] National Parent Teacher Association (National PTA). (2009). National standards for family-school partnerships: An implementation guide. https://www.pta.org/docs/default-source/files/runyourpta/national-standards/national_standards_implementation_guide.pdf
[24] Pew Research Center. (2015, 17th December). Parenting in America: Outlook, worries, aspirations are strongly linked to financial situation. Pew Research Center. https://www.pewresearch.org/social-trends/2015/12/17/parenting-in-america/
[25] Phillipson, S., & Phillipson, S. N. (2012). Children's cognitive ability and their academic achievement: The mediation effects of parental expectations. Asia Pacific Educational Review, 13(3), 495–508. https://doi.org/10.1007/s12564-011-9198-1
[26] Sakamoto, J. (2021). The association between parent participation in school management and student achievement in eight countries and economics. International Education Studies, 14(1), 115–129. https://doi.org/10.5539/ies.v14n1p115
[27] Stright, A. D., & Yeo, K. L. (2014). Maternal parenting styles, school involvement, and children's school achievement and conduct in Singapore. Journal of Educational Psychology, 106(1), 301–314. https://doi.org/10.1037/a0033821
[28] Symeou, L. (2020). Depicting the landscape of school-family relationship and family-school involvement in Cyprus. In L. Paseka & D. Byrne (Eds.), Parental Involvement across European Education Systems (pp. 8–20). Routledge.
[29] The Australian Parenting Website. (2021, 9th October). Teachers: Involving parents in school. https://raisingchildren.net.au/for-professionals/working-with-parents/communicating-withparents/involving-parents-in-school
[30] Vellymalay, S. K. N. (2012). Parental involvement at home: Analyzing the influence of parents' socioeconomic status. Studies in Sociology of Science, 3(1), 1–6. http://dx.doi.org/10.3968/j.sss.1923018420120301.2048
[31] Walker, J. M. T., Hoover-Dempsey, K. V., Whetsel, D. R., & Green, C. L. (2004). Parental involvement in homework: A review of current research and its implications for teacher, after school program staff, and parent leaders. Harvard Family Research Project.
[32] Walker, J. M. T., Wilkins, A. S., Dallaire, J. R., Sandler, H. M., & Hoover-Dempsey, K. V. (2005). Parental involvement: Model revision through scale development. The Elementary School Journal, 106(2), 85–104. https://doi.org/10.1086/499193
[33] Yarrow, N., Abdul-Hamid, H., Quota, M., & Cuadra, E. (2014). Learning from local practices: Improving student performance in West Bank and Gaza. World Bank. https://openknowledge.worldbank.org/bitstream/handle/10986/20005/ACS94600WP0P1435640Box385265B00OUO090.pdf?sequence=1&isAllowed=y