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Social reproduction theory and paren...

Escoffery, Veronica E.

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Social reproduction theory and parental involvement in Head Start: Investigating the parents' perspective.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Social reproduction theory and parental involvement in Head Start: Investigating the parents' perspective./
作者:	Escoffery, Veronica E.
面頁冊數:	166 p.
附註:	Adviser: Alexander Jun.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Early Childhood. -
ISBN:	9780549009184

Social reproduction theory and parental involvement in Head Start: Investigating the parents' perspective.
Escoffery, Veronica E.

Social reproduction theory and parental involvement in Head Start: Investigating the parents' perspective. - 166 p.

Adviser: Alexander Jun.

Thesis (Ed.D.)--University of Southern California, 2007.

Myriad studies have focused on parental involvement as well as the scholastic and personal benefits accrued to children in preschool through high school education settings who have involved parents. The number of studies addressing the benefits accrued to parents as a result of their involvement is considerably smaller. Those studies which have been undertaken generally focus on the outcomes of involvement (e.g., increased confidence, improved parental responsiveness). Although these outcomes are noteworthy, absent from the literature is the process by which parents arrive at becoming competent and knowledgeable. The process through which parents journey in order to activate change, acquire resources and arrive at the reported transformational outcomes remains unclear.

ISBN: 9780549009184Subjects--Topical Terms:

1017530
Education, Early Childhood.

Social reproduction theory and parental involvement in Head Start: Investigating the parents' perspective.
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245 1 0 $a Social reproduction theory and parental involvement in Head Start: Investigating the parents' perspective.
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502 $a Thesis (Ed.D.)--University of Southern California, 2007.
520 $a Myriad studies have focused on parental involvement as well as the scholastic and personal benefits accrued to children in preschool through high school education settings who have involved parents. The number of studies addressing the benefits accrued to parents as a result of their involvement is considerably smaller. Those studies which have been undertaken generally focus on the outcomes of involvement (e.g., increased confidence, improved parental responsiveness). Although these outcomes are noteworthy, absent from the literature is the process by which parents arrive at becoming competent and knowledgeable. The process through which parents journey in order to activate change, acquire resources and arrive at the reported transformational outcomes remains unclear.
520 $a This study explores the process by examining from a parental perspective, existing mechanisms within the Head Start program and how parent involvement within the program supports the development, acquisition, or activation of social and cultural capital in the lives of the low-income and working class, minority parents who participate. A local Head Start program administered by the University of Southern California's Community Education Academy (CEA) and School for Early Childhood Education initiative (SECE) was utilized as the study site. Eighteen Head Start program parents and twelve program administrators and staff participated.
520 $a Results of this qualitative case study revealed that parents perceived of themselves as gaining social and cultural capital resources as a result of their participation within the Head Start program. More importantly however, results indicated that the parent-to-parent and staff-to-parent relationships which are built and exist within the Head Start program are key components which facilitate the process of parents developing, acquiring, and ultimately activating social and cultural capital resources in the lives of their families.
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