Download - Enhancing Parental Involvement through Cultural Perspectives and Social Class presented by Marlon Cousin Title I Coordinator of Parental Involvement.

Enhancing Parental Enhancing Parental Involvement through Involvement through

Cultural Perspectives and Cultural Perspectives and Social ClassSocial Class

presented by

Marlon CousinTitle I Coordinator of Parental

Involvement

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Better Schools. Better Futures.

ObjectivesObjectives• Define what culture is and the American

cultural values

• Learn the cultural values of 4 major groups in Louisiana

• Learn and discuss strategies for enhanced parental involvement activities

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What is Culture?What is Culture? “Culture represents the vast structure of behaviors, ideas,

attitudes, values, habits, beliefs, customs, language, rituals, ceremonies and practices “peculiar” to a

particular group of people. Culture provided them with (1) a general design for living and (2) patterns for

interpreting reality.”

~Dr. Wade Noble, African American psychologist

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American Cultural American Cultural ValuesValues

Individual Freedom– Permeates every aspect of our society including governmental laws.– Allows you to control, direct or influence your destiny to your own

American dream

Choice in Education– Was shaped by the country’s Protestant heritage to

“be all that you can be”– It is the key to opportunity including financial security– Lifelong learning is valued to improve yourself (such as adult &

continuing education programs)

(Information from Editorial written by Thomas E. Grouling, Ph.D., Assistant Director, International Center, Drake University)

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American Cultural ValuesAmerican Cultural Valuescontinued…continued…

The Family – Traditional values include love and respect for parents and

other family members– Should bring about happiness of each individual family member– Goals are to develop the independence of each member

Privacy– The right to share or withhold personal data, information or

access to any third party.

(Information from Editorial written by Thomas E. Grouling, Ph.D., Assistant Director, International Center, Drake University)

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Major Cultural Groups in Major Cultural Groups in LouisianaLouisiana

African-AmericansAfrican-Americans

European-AmericansEuropean-Americans

Asian-AmericansAsian-Americans

Latino-AmericansLatino-Americans

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African-AmericansAfrican-AmericansCommunicationCommunication

• Would prefer to be called Mr., Mrs., Ms.

• Paying respect is a key feature of all interactions and at the most basic levels involves acknowledgement

• Conflicts are usually handled by confrontation and are settled quickly

• Verbal expressions can be animated and does not necessarily imply aggressive intent or physical threat.

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African-AmericansAfrican-AmericansPersonal/Family/SocialPersonal/Family/Social

• Expressive, demonstrated by touching and physical closeness

• Do not disregard client’s faith. Acknowledge it and work with it in discussion.

• Private regarding personal matters.

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Asian-AmericansAsian-AmericansCommunicationCommunication

• Asian-Americans include Chinese, Indian, Japanese, Korean, Pakistani, Thai and Vietnamese

• Private regarding personal matters

• Will avoid conflict whenever possible. May say “yes” to avoid confrontation or embarrassment. This is a part of the pervasive concept of “saving face”—the maintenance of dignity and honor.

• Older individuals may not speak English

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Asian-AmericansAsian-AmericansPersonal/Family/SocialPersonal/Family/Social

• Families are large with extended households of married children and their families

• Family and clan are important social units

• All members of a clan have same last name

• Decisions are made through family meetings

• Formality and politeness are essential

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European AmericansEuropean AmericansCommunicationCommunication

• Easily exchange personal information, talk on a first name basis

• Orderly rules of conduct: etiquette

• Generous and helpful in a crisis

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European AmericansEuropean AmericansPersonal/Family/SocialPersonal/Family/Social

• May be highly independent and refuse to seek help from family during a crisis

• Individualism and self-reliance

• Be conscious of meeting time schedules and commitments

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Latino AmericansLatino AmericansCommunicationCommunication

• Typically sit and stand close while conversing

• Frequent gestures and touching in conversation

• Emotionally expressive and animated in conversation

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Latino AmericansLatino AmericansPersonal/Family/SocialPersonal/Family/Social

• Being warm and personal is important

• Consider asking about family before starting professional services

• Family is priority

• Family units are often multi-generational

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Economic Classes & Economic Classes & Social Emphasis Social Emphasis

Economic Class

Social Emphasis

Poverty Class Emphasis on the social inclusion of the people they like

Middle Class Emphasis is on self-governance and self-sufficiency

Wealthy Class Emphasis is on social exclusion

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Class Views on EducationClass Views on Education• Poverty Class

– Valued and revered as abstract, but not as reality.– Education is about facts.

• Middle Class– Crucial for climbing success ladder and earning money.

• Wealthy Class– Necessary tradition for making and maintaining connections.

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Framework for Framework for EducationEducation

1. Built on American cultural and middle class values

2. Standards, assessments, development & expectations are currently centered around the No Child Left Behind Act

3. The key concepts of the NCLBA include:

• All students attaining proficiency or better in Reading & Mathematics by 2013-2014

• All limited English students will become proficient in English• All teachers will be highly qualified by 2005-2006• All students will be educated in safe, drug-free environments• All students will graduate from high school

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Working with Parents in Working with Parents in Poverty Class Poverty Class

• Always address the parents as Mr., Mrs. or Ms. as a sign of respect.

• Identify your intent. Do not let their assumptions or your body language speak for you.

• Offer a cup of coffee or other beverage. It is a sign of welcome.

• Be personally strong. Don’t be mean, but do not exhibit fear.

• Use videos to provide information and communicate.

• Home visits are the fastest and easiest way to build a huge parent support base quickly.

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Working with Parents in Working with Parents in Poverty Class Poverty Class continued..continued..

• Help to identify realistic and accessible resources available to the parents

• Emphasize that there are two kinds of rules: One set for home and one set for school

• Do not accept behaviors from adults that you do not accept from students

• Use humor when appropriate

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Working with Parents in Working with Parents in Middle Class Middle Class

• The school system is built on middle class values and (in general) has a framework which fits well with the middle class system

• The typical ways of working with parents are through:– Parent/Teacher

conferences, PTO & volunteering opportunities

– Communication networks such as e-mails, notes home, phone calls, website postings,etc.

– Open house invitations, field trips, school activities, sports events, etc.

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Working with Parents in Wealthy Class

• Do not use casual language. Get straight to the point. Time is money and valued.

• Emphasize issues of safety, legal parameters, and the need for the child to develop coping mechanism.

• Understand the competitive nature of wealth and the need to excel.

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Working with Parents in Wealthy Class continued…

• Do not be intimidated by the affluent parent. Know your position and upper level of support. The wealthy will rattle the organizational “cage” in order to get what they want. Always follow protocol as per your school district.

• As skilled negotiators, these parents often feel that their children do not need to follow the rules as others do.

• Do not use humor at first.

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Barriers for Parental Involvement

• Lack of transportation (bus or car)

• Job or school requirements (no job, multiple jobs or career-oriented)

• Too busy to attend school activities

• No phones, multiple phones or will not respond to phone calls

• Cannot read or understand English

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continued…• No childcare available

• Health restrictions or limitations

• Overwhelming personal issues

• Do not feel welcome or safe at the school

• Reluctance to use available resources

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continued…

• Not accustomed to providing assistance to school

• Low literacy levels and difficulty completing forms

• Unwilling to disclose immigration status

• Fear loss of control

• Pride—Humiliation about needing assistance

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Suggestions for Increased Parental Involvement

• Identify a clear mechanism for getting information.

• Organize parental involvement activities around events where parents are more likely to attend/participate. Place the intended material/information right in the middle or directly before the “feature” of the event. Keep it short and informative.

• Post information on the school’s website or instant e-mail notification system.

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Suggestions for Increased Parental Involvement continued…

• Bring meetings into the community. Conduct parent meetings at a church, football game, community center, gym or eating establishment.

• Use a range of times, days and options for meeting with parents. Try phone conferences at coordinated times.

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Suggestions for Increased Parental Involvement continued…

• Provide bus passes for transportation to meetings or school events.

• Provide food or light refreshments at meetings and allow the students to attend as well.

• Provide trainings/workshops reflective of adult literacy or other topics that my be of interest to your target audience.

• Open up the computer lab for parent use after school.

• Provide a movie, board games or literacy activity for children who come to meetings with parents.

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Alternative Approaches for Parental Involvement

• Informational DVDs—no more than 15 minutes long

• Provide both verbal and visual information on promotional fliers

• Send “How To” kits home with children containing all the components needed to complete the project/activity.

• Provide a communication notebook or journal that back and forth from school to home

• Partner with community organizations for additional support and resources

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In Closing…In Closing…““Virtually every issue that we deal Virtually every issue that we deal with, be it education…be it human with, be it education…be it human services, gang problems or drugs, services, gang problems or drugs, we find we find STRONG FAMILIES STRONG FAMILIES the the

ultimate solution.”ultimate solution.”

~Van Goethe~Van Goethe

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Plan for Parent Participation

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Questions/Comments…Questions/Comments…

Marlon K. Cousin, Title I Coordinator for Family Involvement & Community Engagement

(225)922.5593

[email protected]