Links between Home and School among Low-Income Mexican-American and European-American Families. Educational Practice Report: 9.

Autor/inn/en	Azmitia, Margarita; und weitere
Institution	National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.
Titel	Links between Home and School among Low-Income Mexican-American and European-American Families. Educational Practice Report: 9.
Quelle	(1994), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Anglo Americans; Elementary Secondary Education; Family Life; Family School Relationship; High Risk Students; Homework; Low Income; Mexican American Education; Mexican Americans; Parent Aspiration; Parent Influence; Parent Participation; Parent Student Relationship + Suchen Sie Ihr Suchwort? Schulleistung; Problemschüler; Hausaufgabe; Niedriglohn; Hispanoamerikaner; Elternwille; Elternmitwirkung
Abstract	This report shows that, in low-income Mexican-American and European-American families, children's everyday learning activities at home and aspirations of parents for their children's future are key elements in home-school linkages. Two models of home-school linkages are reviewed: the cultural match/mismatch model and the two-way partnership approach. Interviews were conducted with parents of 72 students in grades 3, 5, and 7. The Mexican-American sample lived in rural central California, all parents were Mexican-born, the target child was U.S.-born, familial poverty was longstanding, and few parents had received an education above the elementary level. The European-American families lived in a small California city, and most were single-parent families whose poverty was recent. Ecocultural concepts were used to analyze student participation in chores and homework and parent aspirations for their children's personal/moral, educational, and vocational futures. Interview excerpts illustrate the family members and friends available to guide children's mastery of homework and chores, parents' direct and indirect instructional scripts, and how parent aspirations might shape their present goals and guidance. Findings emphasize similarities and differences of the ecology of learning, resources, and vulnerabilities between the two ethnic groups; within-group variation in family resources and vulnerabilities; and changes as children enter adolescence. Suggestions are offered for fostering two-way partnerships between schools and families and for dropout prevention. (Author/SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC