Understanding the dynamics of parent involvement in schooling within the poverty context

Anne Smit · Linda Liebenberg

48 citations0/0 files storedSUNScholar (Stellenbosch University)

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Parental Involvement in Education Poverty, Education, and Child Welfare Diverse Education Studies and Reforms

Abstract

A qualitative study was undertaken to understand the realities and dynamics facing parents when attempting to be involved in their child's schooling. The focus was on parents in an extreme poverty context in Cape Town, South Africa. Results indicated that mainstream schools themselves pose barriers for both children and parents in the schooling system. Furthermore, results highlighted the central role that schools can play in increasing the degree of parental support, as well as ways in which to understand the support needed by these parents. The stress on parents and their relationships with their children, as a result of pressures placed on them by the schooling system, are also illustrated, because the realities of these communities are seldom considered by school staff.

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References

1968The Discovery of Grounded Theory: Strategies for Qualitative Research.1992Basics of Qualitative Research: Grounded Theory Procedures and Techniques.1997Focus Groups as Qualitative Research 1990‘Discovering’ chronic illness: Using grounded theory 1986Empowering Minority Students: A Framework for Intervention 1991Involving Parents in the Schools: A Process of Empowerment 1994Building Communities of Learners: A Collaboration Among Teachers, Students, Families, and Community 1979Home-based reinforcement programs designed to modify classroom behavior: A review and methodological evaluation.

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