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School Community Journal, v15 n1 p51-73 Spr-Sum 2005

This article presents initial findings from a study that examined how African American mothers from a low-income neighborhood conceptualized their roles in their children's mathematics learning. Based on interviews and observations focusing on ten mothers' involvement in their children's education, we offer a framework that expands typical characterizations of parent involvement. This framework privileges practices that are both traditionally visible and invisible to the school and highlights how parents act as intellectual resources in their children's education (Civil, Guevara, & Allexsaht-Snider, 2002). Our findings offer evidence that traditional understandings of parent involvement may overlook ways that low-income parents deliberately involve themselves in their children's education. Our findings also identify challenges that these parents face in relation to their children's mathematics education. Some of these challenges were due in part to stereotypes held by practitioners about the families they serve in low-income urban schools. (Contains 1 endnote and 1 table.)

Descriptors: Urban Schools, Mathematics Education, Mothers, Income, Parent Participation, Parent School Relationship, Parent Role, African Americans, Low Income, Interviews, Parent Attitudes, Observation, Guidelines, Stereotypes

Academic Development Institute. 121 N. Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal





Autor: Jackson, Kara; Remillard, Janine T.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4821&id=EJ794816



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