Culturally and Ethnically Diverse Parents' Views of Home-School Partnership Responsibilities.

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Research Pub Date : 2025-05-27 DOI:10.1177/1476718x251339306

Catherine R Gaspar, Laudan B Jahromi, Mary Ellen Rooney

{"title":"Culturally and Ethnically Diverse Parents' Views of Home-School Partnership Responsibilities.","authors":"Catherine R Gaspar, Laudan B Jahromi, Mary Ellen Rooney","doi":"10.1177/1476718x251339306","DOIUrl":null,"url":null,"abstract":"<p><p>Relationships between home and school are critical to support young children's learning and development. However, members of the partnership may have different views on what the partnership entails, especially in the context of culturally and ethnically diverse backgrounds. The present qualitative study explored the views, priorities, and preferences of eight parents of preschoolers with and without special education services in their partnerships with school-based members of their child's school. Parents identified as Black/African American or Hispanic/Latine. Thematic analysis revealed three main themes discussed by parents: the role and responsibilities of parents in the partnership and promoting children's development, schools' partnership roles and duties in supporting children's learning, and characteristics that they perceived as critical to a functional relationship. Parents emphasized the importance of communication, trust, and comfortability in home-school partnerships. Implications related to achieving culturally-informed, reciprocal home-school partnerships, and utilizing reflective practices to encourage greater collaboration with parents, are discussed.</p>","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":" ","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12265881/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Childhood Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/1476718x251339306","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Relationships between home and school are critical to support young children's learning and development. However, members of the partnership may have different views on what the partnership entails, especially in the context of culturally and ethnically diverse backgrounds. The present qualitative study explored the views, priorities, and preferences of eight parents of preschoolers with and without special education services in their partnerships with school-based members of their child's school. Parents identified as Black/African American or Hispanic/Latine. Thematic analysis revealed three main themes discussed by parents: the role and responsibilities of parents in the partnership and promoting children's development, schools' partnership roles and duties in supporting children's learning, and characteristics that they perceived as critical to a functional relationship. Parents emphasized the importance of communication, trust, and comfortability in home-school partnerships. Implications related to achieving culturally-informed, reciprocal home-school partnerships, and utilizing reflective practices to encourage greater collaboration with parents, are discussed.

查看原文本刊更多论文

不同文化和种族的家长对家校合作责任的看法。

家庭和学校之间的关系对支持幼儿的学习和发展至关重要。但是，伙伴关系的成员可能对伙伴关系需要什么有不同的看法，特别是在文化和种族背景不同的情况下。本定性研究探讨了8位接受或不接受特殊教育服务的学龄前儿童家长在与孩子所在学校的校本成员合作时的观点、优先事项和偏好。父母被认定为黑人/非裔美国人或西班牙裔/拉丁裔。主题分析揭示了家长讨论的三个主要主题：家长在伙伴关系和促进儿童发展中的角色和责任，学校在支持儿童学习方面的伙伴关系角色和责任，以及他们认为对功能关系至关重要的特征。家长们强调沟通、信任和舒适在家校合作关系中的重要性。本文还讨论了与实现文化知情、互惠的家校伙伴关系以及利用反思实践鼓励与家长加强合作有关的含义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Early Childhood Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

0.00%

发文量

期刊介绍： The Journal of Early Childhood Research provides an international forum for the dissemination of early childhood research which transcends disciplinary boundaries and applies theory and research within academic and professional communities. The journal reflects international growth in research on young children’s learning and development and the impact of this on provision. The journal enjoys a wide readership which includes policy-makers, practitioners and researchers in the intersecting fields of early childhood education and care, with early childhood defined as the years from birth to eight.