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Investigating parent-teacher partner...

Loyola University Chicago.

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Investigating parent-teacher partnerships through a framework of the social construction of reality: Understanding the construction of parental roles in education in an affluent community.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Investigating parent-teacher partnerships through a framework of the social construction of reality: Understanding the construction of parental roles in education in an affluent community./
作者:	Landeros, Mary.
面頁冊數:	137 p.
附註:	Adviser: Steven I. Miller.
Contained By:	Dissertation Abstracts International69-01A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3295463
ISBN:	9780549400035

Investigating parent-teacher partnerships through a framework of the social construction of reality: Understanding the construction of parental roles in education in an affluent community.
Landeros, Mary.

Investigating parent-teacher partnerships through a framework of the social construction of reality: Understanding the construction of parental roles in education in an affluent community. - 137 p.

Adviser: Steven I. Miller.

Thesis (Ph.D.)--Loyola University Chicago, 2007.

Using the theoretical perspective of the social construction of reality, parent-teacher relationships within an affluent, educated, and competitive community were investigated. The degree to which parents were able to carry forward their issues, the personal significance they attached to issues, and the level of distress found among teachers was unique to an affluent area. Too much parental participation occurred in this environment, placing the basic premise of public education---equal academic opportunities for all children---at risk. It was found that a small number of demanding and burdensome parents with a heightened sense of entitlement were able to profoundly impact the overall educational climate of the school when not managed in an efficient and timely manner.

ISBN: 9780549400035Subjects--Topical Terms:

626645
Education, Administration.

Investigating parent-teacher partnerships through a framework of the social construction of reality: Understanding the construction of parental roles in education in an affluent community.
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520 $a Using the theoretical perspective of the social construction of reality, parent-teacher relationships within an affluent, educated, and competitive community were investigated. The degree to which parents were able to carry forward their issues, the personal significance they attached to issues, and the level of distress found among teachers was unique to an affluent area. Too much parental participation occurred in this environment, placing the basic premise of public education---equal academic opportunities for all children---at risk. It was found that a small number of demanding and burdensome parents with a heightened sense of entitlement were able to profoundly impact the overall educational climate of the school when not managed in an efficient and timely manner.
520 $a The air of competition that permeated the educational system in this affluent community resulted in parents demanding overt recognition of status and achievement by their children. The child's behavior and progress became a measure of parental prestige and good mothering, causing energy put into a child's schooling to become an action on behalf of the parent rather than the child. Economic affluence which allowed the opportunity to be a stay-at-home mother was implied as a form of superior mothering, as well as a symbol of superior socioeconomic status. In this competitive environment, mothering took on a new dimension---one of positioning not only the student, but the parents as well, in the hierarchy of power established in the school, the community, and the larger society.
520 $a The parent-teacher struggles shown in this study represent not only a challenge to the constructed behavioral roles for the actors involved, but also represent a challenge to the democratic ideal of education. The interests of the entire school, or even community, were not represented by this small minority of parents. Teacher professionalism became indirectly dependent on parental approval, usurping professional judgment. This resulted in academically unsound decisions being made, in which the entire student body did not benefit. In the individual schools where the entitled parents were allowed to reign supreme, profound effects on individual teachers and even the climate of the entire school occurred.
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