Family and Parents

In low SES school communities, families have been seen to inflict negative perceptions of education onto their children, resulting in student’s disengagement from an early stage. This in conjunction with the average low SES parent being less educated than middle class parents has resulted in a negative outlook on parents and their role in the school community. These negative stereotypes have played a role in separating low SES school communities from middle and upper class schools; however it is the positive conflict that arises between parents and teachers, and parent and students, in low SES schools which results in them being a community.

Friedkin and Nocochea’s paper from 1999, reports that parents in low SES households tend to value their children’s school achievement more. This valuing and involvement in their children’s education may lack in school events such as P&C meetings, but tend to increase in the home environment. Desforges and Abouchaar (2003) further support this, stating that low SES families get more involved in the home learning environment through library visits and reading time, and reported that this inevitably increases confidence, conformity and educational achievement.

Rowan-Kenyon, Bell & Perna in 2008, notes the prevalent lack of low SES family participation in school. However, in order to fully understand the role parents play and why, they questioned both teachers and parents. A teacher in Georgia, from a low SES school reported that parents working schedules are what tends to interfere with their involvement.

However a low SES parent from Maryland reported that it is the school that needs to make more of the effort for involvement, and inevitably be more approachable. This conflicting notion is further supported by another Parent from Maryland in a low SES school who reports that it is their lack of knowledge in the language of learning that leads to their lack of involvement and thus their children’s true disadvanatgement.

In summary:

FAMILY

• They inflict negative perceptions of schooling (Jackson & Cartmel, 2010)
• Negative stereotypes are what separate them from other schools, but the positive conflict within low SES schools is what unites them.
• Parents in low SES are less educated (Alexander, Entwisle, & Olson, 2001)
• BUT they value educational attainment more (Friedkin & Necochea, 1988)
• The home learning environment thrives