The relation of school structure and social environment to parent involvement in elementary schools
The relation of school structure and social environment to parent involvement in elementary schools
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DOI：
10.1086/461916
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发表时间：
1998-09-01
影响因子：
1.7
通讯作者：
Griffith, J
中科院分区：
文献类型：
--
作者：
Griffith, J
本研究以122所公立小学为样本，利用家长与学生调查的结果，探讨学校结构、学校人口构成、家长参与程度、家长对学校安全、学校氛围、学校设施、学校教职员的帮助程度、学业指导、师生关系、学生认可度之间的关系。在家长个人层面上，与学校活动参与度较高相关的特征包括有一个孩子参加了资优计划，一个孩子在二年级，多个孩子进入了公立学校，以及对安全、授权和积极的学校氛围的看法。相比之下，与家长参与学校活动较少相关的特征包括西班牙裔、非裔美国人或亚裔美国人；社会经济地位较低；孩子参加了特殊教育或英语作为第二语言的计划。据报道，在学校层面，班级规模较大、师生比例较大的学校，以及家长表示对子女教育了解较少、认为学业指导质量较低、学生认可度不够的学校，家长参与度较高。据报道，在新生人数较多、参加免费和减餐计划的学生比例较高的学校，家长参与率较低。研究结果与以往有关家长参与的研究结果作了总结，重点是研究结果如何揭示家长参与在个人和学校层面可能的潜在社会心理过程，以及其对改善家长参与公共教育的影响。
Employing a sample of 122 public elementary schools, the present study used results of parent and student surveys to examine relations among school structure, school population composition, parent involvement, and parent perceptions of school safety, school climate, the school facility, the helpfulness of school staff, the academic instruction, teacher-student relationships, and student recognition. At the individual parent level, characteristics associated with higher participation in school activities included having a child enrolled in the gifted and talented program, a child in the second grade, multiple children enrolled in the public schools, and perceptions of a safe, empowering, and positive school climate. In contrast, characteristics associated with lower parent participation in school activities included being Hispanic, African American, or Asian American; being of lower-socioeconomic status; having a child enrolled in either special education or the English-as a-second-language program. At the school level, higher parent participation was reported in schools having larger classes and larger student-teacher ratios, and in schools where parents said they were less informed about their children's education and perceived a lower quality of academic instruction and not enough student recognition. Lower parent participation was reported in schools with more student newcomers and with greater percentages of students enrolled in the free and reduced meals program. Results are summarized in relation to past research on parent involvement, with an emphasis on how results reveal possible underlying social-psychological processes of parent involvement, both at the individual and school levels, and their implications for improving parent involvement in public education.