From Moral Supporters to Struggling Advocates
From Moral Supporters to Struggling Advocates
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从道德支持者到奋斗倡导者
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
Susan Auerbach
中科院分区：
文献类型：
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作者：
Susan Auerbach
边缘化父母如何在促进孩子获得教育机会方面发挥自己的作用？他们的经验可以为我们理解超越传统模式参数的家长参与提供哪些教训？这项定性案例研究调查了 16 名工薪阶层非裔美国人和拉丁裔父母的信念、目标和实践，他们的孩子在一所多元化的城市高中就读大学入学计划。它提供了另一种家长角色类型，反映了家长截然不同的社会和文化位置、传记以及对孩子和学校的看法以及与孩子和学校的关系。本文强调了边缘化家长在学生职业生涯关键时刻的声音，有助于对家庭、学校教育和公平进行更具包容性的讨论。
How do marginalized parents construct their role in promoting their children's access to educational opportunity? What lessons might their experience have for our understanding of parent involvement beyond the parameters of traditional models? This qualitative case study examined the beliefs, goals, and practices of 16 working-class African American and Latino parents whose children were in a college access program at a diverse metropolitan high school. It offers an alternative typology of parent roles, which reflects parents' contrasting social and cultural locations, biographies, and perceptions of—as well as relations with—their children and the school. With its highlighting of marginalized parents' voices at a critical juncture in student careers, this article contributes to a more inclusive discourse on families, schooling, and equity.