Home-school Communication in Greek Secondary Multicultural Educational Settings: Parents’ and Teachers’ perspectives

PDF (English)
Δημοσιευμένα: Feb 8, 2024
DOI: https://doi.org/10.12681/hjre.36656
Λέξεις-κλειδιά:
home-school communication parental involvement immigrant/refugee families gender intercultural school
Vassiliki Pliogou
University of Western Macedonia
https://orcid.org/0000-0002-1009-0287
Sophia Tromara
University of Western Macedonia
https://orcid.org/0000-0003-1847-8478
Περίληψη

Although it is widely acknowledged that home-school communication, as an aspect of parental involvement, plays a decisive role in children’s educational and socioemotional development, while it promotes social inclusion, especially in multicultural educational settings, the topic has not been adequately explored in Greece, especially in Lower High School. We qualitatively explored teachers’ and parents’ perceptions on home-school communication. The aims of this research were to examine (1) what kind of experiences teachers and parents have from home-school communication, (2) how does gender affects the entire process, and (3) which are the practical suggestions for improvement. The results of this research are the following: different perceptions of effective home-school communication, passive parental involvement, the immigrant status, structural obstacles, cultural and linguistic language diversity, stereotypes, and gender function as obstacles against effective home-school communication. Participants highlighted that possible solutions involve regular home-school communication, home-school collaboration, holistic and flexible practices, translators, and support toward families, especially mothers.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Creative Commons License

Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Παρόμοια Διανομή 4.0.

Τα πνευματικά δικαιώματα των άρθρων του περιοδικού ανήκουν στους συγγραφείς. Τα άρθρα διατίθενται με άδειες Creative Commons CC-BC-SA 4.0

 
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Ahmad, N. A., Hassan, S. A., Ahmad, A. R., Chua, L. N., & Othman, N. (2017). Parental involvement in learning environment, social interaction, communication, and support towards children excellence at school. Journal of Sustainable Development Education and Research, 1(1), 83-90. https://ejournal.upi.edu/index.php/JSDER/article/view/6247.
Al-Deen, T. J. (2019). Motherhood, education and migration delving into migrant mothers’ involvement in children’s education. Palgrave-MacMillan. https://doi.org/10.1007/978-981-32-9429-5_1.
Alisaari, J. Sissonen, S., & Heikkola, L. M. (2021). Teachers’ beliefs related to language choice in immigrant students’ homes. Teaching and Teacher Education, 103, 103347. https://doi.org/10.1016/j.tate.2021.103347.
Androulakis, G., Gkaintartzi, A., Kitsiou, R., & Tsioli, S. (2018). Parents- schools’ communication and Albanian as a heritage language in Greece. In P.P. Trifonas & T. Aravossitas (Eds.), Handbook of research and practice in heritage language education (pp. 521-538). Springer. https://doi.org/10.1007/978-3-319-44694-3_1.
Antonopoulou, K., Koutrouba, K., & Babalis, T. (2011) Parental involvement in secondary education schools: the views of parents in Greece. Educational Studies, 37(3), 333-344. https://doi.org/10.1080/03055698.2010.506332.
Antony-Newman, M. (2019). Parental involvement of immigrant parents: A meta-synthesis. Educational Review, 71(3), 362-381. https://doi.org/10.1080/00131911.2017.1423278.
Bardhoshi, G., Duncan, K., & Schweinle. A. (2016). Predictors of parent involvement and their impact on access of postsecondary education facilitators among White and American Indian parents. Journal of School Counseling 14(4): 1–28.
Bloch, A., & Hirsch, S. (2017). The educational experiences of the second generation from refugee backgrounds. Journal of Ethnic and Migration Studies, 43(13), 2131-2148. http://dx.doi.org/10.1080/1369183X.2017.1286972.
Boliver, V. (2017). Misplaced optimism: how higher education reproduces rather than reduces social inequality. British Journal of Sociology of Education, 38(3), 423-432. https://doi.org/10.1080/01425692.2017.1281648.
Boonk, L. M., Ritzen, H., Gijselaers, H. J. M., & Brand-Gruwel, S. (2021). Stimulating parental involvement in vocational education and training (VET): A case study based on learning histories of teachers, principals, students, and their parents. Teaching and Teacher Education, 100, 103279. https://doi.org/10.1016/j.tate.2021.103279.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(1), 77-101.
Braun, V., & Clarke, V. (2012). Thematic analysis in H. Cooper (Ed.), APA Handbook of Research Methods in Psychology, (pp. 51-77). Washington: American Psychological Association.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723-742.
Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
Bürkner, H.-J. (2012). Intersectionality: How gender studies might inspire the analysis of social inequality among migrants. Population, Space and Place, 18(2), 181-195. https://doi.org/10.1002/psp.664.
Chappel, J., & Ratliffe, K. (2021). Factors impacting positive school–home communication: a multiple case study of family–school partnership practices in eight elementary schools in Hawaii. School Community Journal, 31(2), 9-30. http://www.schoolcommunitynetwork.org/SCJ.aspx.
Cline, T., Crafter, S., & Prokopiou, E. (2014). Child language brokering in schools: A discussion of selected findings from a survey of teachers and ex-students. Educational and Child Psychology, 31(2), 34-45.
Cox, R. B. Jr, deSouza, D. K, Bao, J., Lin, H., Sahbaz, S., Greder, K. A, Larzelere, R. E, Washburn, I. J, Leon-Cartagena, M., & Arredondo-Lopez, A. (2021). Shared language erosion: Rethinking immigrant family communication and impacts on youth development. Children, 8(4), 1-25. https://doi.org/10.3390/children8040256.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications, Inc.
Csók, C., & Pusztai, G. (2022). Parents’ and teachers’ expectations of school social workers. Social Sciences, 11(10), 1-13. https://doi.org/10.3390/socsci11100487.
Cun, A. (2020). Concerns and expectations: burmese refugee parents’ perspectives on their children’s learning in American schools. Early Childhood Education Journal, 48, 263–272. https://doi.org/10.1007/s10643-019-00983-z.
Dotterer, A. M. (2022). Diversity and complexity in the theoretical and empirical study of parental involvement during adolescence and emerging adulthood. Educational Psychologist, 57(4), 295-308. https://doi.org/10.1080/00461520.2022.2129651.
Edwards, C. P., & Kutaka, T. S. (2015). Diverse perspectives of parents, diverse concepts of parent involvement and participation: what can they suggest to researchers. In S. M. Sheridan & E. M. Kim (Eds.), Foundational aspects of family-school partnership research. research on family-school partnerships (pp. 35-53), vol 1. Springer. https://doi.org/10.1007/978-3-319-13838-1_1.
Epstein, J. L., Sanders, M. G., & Sheldon, S. (2009). School, family, and community partnerships: Your handbook for action (3rd edition). Thousand Oaks, CA: Corwin Press.
Fleischmann, F., & de Haas, A. (2016). Explaining parents' school involvement: The role of ethnicity and gender in the Netherlands. The Journal of Educational Research, 109(5), 554-565. https://doi.org/10.1080/00220671.2014.994196.
Gkaintartzi, A. Kompiadou, E., Tsokalidou, R., Tsioumis, K., & Petrogiannis, K. (2020). Supporting inclusion and family involvement in early childhood education through 'ISOTIS': A case study in Greece. International Journal of Learning, Teaching and Educational Research, 19(3), 384-403. https://doi.org/10.26803/ijlter.19.3.21.
González-Falcón, I., Arroyo-González, M. J., Berzosa-Ramos, I., & Dusi, P. (2022). I do the best I can: The role of immigrant parents in their children’s educational inclusion. Frontiers in Education, 7, 1006026. https://doi.org/10.3389/feduc.2022.1006026.
Goodall, J. (2016). Technology and school-home communication. International Journal of Pedagogies and Learning, 11(2), 118–131.
Goodall, J. (2021). Parental engagement and deficit discourses: Absolving the system and solving parents. Educational Review, 73(1), 98-110. https://doi.org/10.1080/00131911.2018.1559801.
Grolnick, S. W., & Raftery-Helmer, N. J. (2015). Core components of family–school connections: toward a model of need satisfying partnerships. In S. M. Sheridan, & E. M. Kim (Eds.), Foundational aspects of family-school partnership research. research on family-school partnerships (pp. 15-34), vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-13838-1_1.
Gross, D., Bettencourt, F. A., Holmes, W. F., Plesko, C., Paulson, R., & Singleton, L. D. (2022). Developing an equitable measure of parent engagement in early childhood education for urban schools. Children and Youth Services Review, 141. https://doi.org/10.1016/j.childyouth.2022.106613.
Gu, L. (2017). Using school websites for home–school communication and parental involvement? Nordic Journal of Studies in Educational Policy, 3(2), 133-143. https://doi.org/10.1080/20020317.2017.1338498.
Ha, C. (2021). How parental factors influence children’s literacy development: Inequity in education. Education 3-13. https://doi.org/10.1080/03004279.2021.1981422.
Hamilton, P. (2013). Fostering effective and sustainable home–school relations with migrant worker parents: a new story to tell? International Studies in Sociology of Education, 23(4), 298–317. https://doi.org/10.1080/09620214.2013.815439.
Henderson, L. J., Williams, J. L., & Bradshaw, C. P. (2020). Examining home-school dissonance as a barrier to parental involvement in middle school. Preventing School Failure: Alternative Education for Children and Youth, 64(3), 201-211. https://doi.org/10.1080/1045988X.2020.1719964.
Hill, E. N. (2022). Parental involvement in education: Toward a more inclusive understanding of parents’ role construction. Educational Psychologist, 57(4), 309-314. https://doi.org/10.1080/00461520.2022.2129652.
Hill, N. E., Witherspoon, D. P., & Bartz, D. (2018). Parental involvement in education during middle school: Perspectives of ethnically diverse parents, teachers, and students. The Journal of Educational Research, 111(1), 12-27. https://doi.org/10.1080/00220671.2016.1190910.
Holmes, F., Finch, H. M. E., & Brooke, A. (2023). Differential impact of COVID-19 school closures on immigrant students: A transnational comparison. Frontiers in Education, 7 https://doi.org/10.3389/feduc.2022.1045313.
Holtmann, C. (2022). Vulnerability and resiliency: immigrant women, social networks and family violence. In J. Freedman, N. Sahraoui & E. Tastsoglou (Eds.), Gender-based violence in migration. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-07929-0_7.
Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers’ College Record, 97(2), 310-331.
Hoover-Dempsey, K. V., Walker, J. M. T. H., Sandler, M., Whetsel, D., Green, C. L., Wilkins, A. S., & Clossen. K. E. (2005). Why do parents become involved? research findings and implications. Elementary School Journal, 106(2): 105–130.
Hornby, G., & Blackwell, I. (2018). Barriers to parental involvement in education: an update. Educational Review, 70(1), 109-119. https://doi.org/10.1080/00131911.2018.1388612.
Isik-Ercan, Z., Demir-Dagdas, T., Cakmakci, H., Cava-Tadik, Y., & Intepe-Tingir, S. (2016). Multidisciplinary perspectives towards the education of young low-income immigrant children. Early Child Development and Care, 187(9), 1413–1432. https://doi.org/10.1080/03004430.2016.1173037.
Jabar, M. A. (2023). Child-related factors and parental involvement among parents in select public elementary and high schools in the Philippines. Education 3-13, 51(1), 72-86. https://doi.org/10.1080/03004279.2021.1954968.
Kim, E. M., & Sheridan, S. M. (2015). Foundational aspects of family–school connections: definitions, conceptual frameworks, and research needs. In S. M. Sheridan & E. M. Kim (Eds.), Foundational Aspects of Family-School Partnership Research. Research on Family-School Partnerships (pp. 1-14), vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-13838-1_1.
Kim, Y. A., An, S. Kim, H. C. L., & Kim, J. (2018). Meaning of parental involvement among Korean immigrant parents: A mixed-methods approach. The Journal of Educational Research, 111(2), 127-138. https://doi.org/10.1080/00220671.2016.1220355.
King, N., Horrocks, C., & Brooks, J. (2018). Interviews in qualitative research (2nd ed.). SAGE Publications. https://www.perlego.com/book/1431546/interviews-in-qualitative-research-pdf.
Licardo, M., & Leite, L. O. (2022). Collaboration with immigrant parents in early childhood education in Slovenia: How important are environmental conditions and skills of teachers? Cogent Education, 9, 2034392.
McWayne, C. M., Manz, P. H., & Ginsburg-Block, M. D. (2015). Examination of the family involvement questionnaire-early childhood (fiq-ec) with low-income, Latino families of young children. International Journal of School & Educational Psychology, 3(2), 117–134. https://doi.org/10.1080/21683603.2014.950439.
McWayne, C.M. (2019). Family–school partnerships in a context of urgent engagement: rethinking models, measurement, and meaningfulness. In C. McWayne, F. Doucet, & S. Sheridan (Eds.), Ethnocultural diversity and the home-to-school link. research on family-school partnerships (pp. 105-124). Springer. https://doi.org/10.1007/978-3-030-14957-4_1.
McWayne, M. C., Melzi, G., & Mistry, J. (2022). A home-to-school approach for promoting culturally inclusive family–school partnership research and practice. Educational Psychologist, 57(4), 238-251. https://doi.org/10.1080/00461520.2022.2070752.
Melnikova, J. (2022). Migrant parents at high school: Exploring new opportunities for involvement. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.979399.
Melzi, G., Schick, R. A., & Scarola, L. (2019). Literacy interventions that promote home-to-school links for ethnoculturally diverse families of young children. In C. McWayne, F. Doucet, & S. Sheridan (Eds.), Ethnocultural diversity and the home-to-school link. research on family-school partnerships (pp. 123-143). Springer. https://doi.org/10.1007/978-3-030-14957-4_1.
Mills, G. E., Gay, L.R., & Airasian, P. (2017) [2011]. Educational research: competencies for analysis and applications (10th ed.). Pearson Education International.
Montero-Sieburth, M., & Turcatti, D. (2022). Preventing disengagement leading to early school leaving: pro-active practices for schools, teachers and families. Intercultural Education, 33(2), 139-155. https://doi.org/10.1080/14675986.2021.2018404.
Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160-173. https://doi.org/10.1177%2F1468794119830077.
North, A. (2019). Gender, migration and non-formal learning for women and adolescent girls. ED/GEMR/MRT/2018/PI/42. Global Education Monitoring Report Team/UNESCO. Retrieved 27/11/2023 from: https://unesdoc.unesco.org/ark:/48223/pf0000368037.
O’Toole, L., Kiely, J., McGillacuddy, D., O’Brien, E. Z., & O’Keeffe, C. (2019). Parental involvement, engagement and partnership in their children’s education during the primary school years. National Parents Council Primary. Retrieved 27/11/2023 from: https://school-education.ec.europa.eu/en/insights/publications/parental-involvement-engagement-and-partnership.
OECD. (2021). Involve immigrant parents in the education process. In Young People with Migrant Parents. OECD Publishing, Paris. https://doi.org/10.1787/08735967-en.
OECD/European Union. (2018). Settling in 2018: indicators of immigrant integration. OECD Publishing/European Union. https://doi.org/10.1787/9789264307216-en.
Podadera, M. d. C. M., & González-Jimenez, A. J. (2023). Teachers’ perceptions of immigrant students and families: A qualitative study. Sustainability, 15, 12632. https://doi.org/10.3390/su151612632.
Ponthieux, S., & Meurs, D. (2015). Gender inequality. In A. B. Atkinson, & F. Bourguignon (Eds.), Handbook of income distribution, 2 (pp. 981-1146). Elsevier https://doi.org/10.1016/B978-0-444-59428-0.00013-8.
Radojlović, J., Ilić-Stošović, D., & Đonović. N. (2015). Active and passive forms of parental involvement. TEME: Casopis za Društvene Nauke, 39(4): 1533–1546.
Rattenborg, K., MacPhee, D., Walker, A. K., & Miller-Heyl, J. (2019). Pathways to Parental Engagement: Contributions of Parents, Teachers, and Schools in Cultural Context. Early Education and Development, 30(3), 315-336. https://doi.org/10.1080/10409289.2018.1526577.
Rentzou, K., & Ekine, A. (2017). Parental engagement strategies in Greek and Nigerian preschool settings: cross-country comparison. International Journal of Early Years Education, 25(1), 30-50. https://doi.org/10.1080/09669760.2016.1275529.
Sanders, K. & Molgaard, M. (2019). Considering race within early childhood education: a misunderstood and underexplored element of family- school partnerships in child care. In C. McWayne, F. Doucet, & S. Sheridan (Eds.), Ethnocultural Diversity and the Home-to-School Link. Research on Family-School Partnerships (pp. 19-36). Springer. https://doi.org/10.1007/978-3-030-14957-4_1.
Schmid, E., & Garrels, V. (2021). Parental involvement and educational success among vulnerable students in vocational education and training. Educational Research, 63(4), 456-473. https://doi.org/10.1080/00131881.2021.1988672.
Schneider, C., & Arnot, M. (2018). Transactional school-home-school communication: Addressing the mismatches between migrant parents' and teachers' views of parental knowledge, engagement and the barriers to engagement. Teaching and Teacher Education, 75, 10-20. https://doi.org/10.1016/j.tate.2018.05.005.
Schnell, P., Fibbi, R. & Crul, M., & Montero-Sieburth, M. (2015). Family involvement and educational success of the children of immigrants in Europe. Comparative perspectives. Comparative Migration Studies, 3(14). https://doi.org/10.1186/s40878-015-0009-4.
Serna, C., & Martínez, I. (2019). Parental involvement as a protective factor in school adjustment among retained and promoted secondary students. Sustainability, 11(24), 7080. https://doi.org/10.3390/su11247080.
Sime, D., Fassetta, G., & McClung, M. (2018). “It’s good enough that our children are accepted’: Roma mothers’ views of children’s education post migration. British Journal of Sociology of Education, 39(3), 316–332. https://doi.org/10.1080/01425692.2017.1343125.
Snell, A. M. S. (2018). Parent-School engagement in a public elementary school in southern Arizona: Immigrant and refugee parent perspectives. School Community Journal,28(2), 113–138.
Stewart, M., Skinner, B., Hou, H. & Kelly, R. (2022). A systematic literature review of home-school partnership for learners with English as an Additional Language (EAL): A way forward for the UK and Ireland. Irish Educational Studies. https://doi.org/10.1080/03323315.2022.2074072.
Swart, E. A. (2015). Global violence against women. In J. D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (Second Edition) (pp. 192-197). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.64137-5.
Tan, C. Y. (2018). Socioeconomic status, involvement practices, and student science achievement: Insights from a typology of home and school involvement patterns. American Educational Research Journal, 56(3), 899–924. https://doi.org/10.3102/0002831218807146.
Tan, C. Y., Lyu, M., & Peng, B. (2020). Academic benefits from parental involvement are stratified by parental socioeconomic status: A meta-analysis. Parenting, 20(4), 241-287. https://doi.org/10.1080/15295192.2019.1694836.
Terhart, H., & von Dewitz, N. (2018). Newly arrived migrant students in German schools: Exclusive and inclusive structures and practices. European Educational Research Journal, 17(2), 290–304. https://doi.org/10.1177/1474904117722623.
U.S. Department of Education. (2017). Newcomer tool kit. Chapter 5. Establishing partnerships with families. Retrieved 27/11/2023 from: https://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/chap5.pdf.
Ucus, S., Garcia, A., Esteraich, J., & Raikes, (H). (2019). Predictors and behavioural outcomes of parental involvement among low-income families in elementary schools, United States. Early Child Development and Care, 189(9), 1425–1443. https://doi.org/10.1080 /03004430.2017.1385609.
United Nations Educational, Scientific and Cultural Organization (UNESCO)/International Institute for Educational Planning (IIEP). (2021). Parental support to learning. Retrieved 27/11/2023 from: https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/parental-support-to-learning.
Vassallo, B. (2018). Promoting parental involvement in multicultural schools: implications for educators. The Online Journal of New Horizons in Education, 8(2), 101-107.
Vrdoljak, A., Stanković, N., Biruški, D. Č., Jelić, M., Fasel., R., & Butera, F. (2022). We would love to, but…—needs in school integration from the perspective of refugee children, their parents, peers, and school staff. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2022.2061732.
Whitaker, M. C. (2019). The Hoover-Dempsey and Sandler model of the parent involvement process. In S.B. Sheldon, & T.A. Turner-Vorbeck (Eds.), The Wiley handbook of family, school, and community relationships in education (pp. 421-443). https://doi.org/10.1002/9781119083054.ch20.
Wilder, S. (2017). Parental involvement in mathematics: giving parents a voice. Education 3-13, 45(1), 104-121. https://doi.org/10.1080/03004279.2015.1058407.
Zholdoshalieva, R., Teng, J. X., Ayyappan, A., & Tu, B. (Eds.) (2022). Leveraging innovative technology in literacy and education programmes for refugees, migrants and internally displaced persons. UNESCO. Institute for Lifelong Learning. Retrieved 27/11/2023 from: https://eric.ed.gov/?id=ED627597.