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ERIC Number: ED234333
Record Type: RIE
Publication Date: 1982
Pages: 28
Abstractor: N/A
Reference Count: 0
Schools and Non-Nuclear Families: Recasting Relationships.
Shea, Catherine A.
The soundness of the home-school relationship depends on mutual trust and understanding. This relationship is now at risk because schools have not adjusted to single-parent and step-families. Concern about the home-school relationship has increased over the last decade. However, accompanying the recent rise in non-nuclear families is a gap in teachers' knowledge of, and skills dealing with, these families, due in part to the general socialization of teachers in a society which compares non-nuclear families unfavorably with traditional ones. This points to a need for both society and education to examine attitudes and differential perceptions that are destructive toward individuals. Teacher training institutions need to provide experiences to aid teachers in acquiring the skills needed for parental involvement. Possible reasons for institutional shortcomings in this area include: lack of awareness or desire; lack of professional resources on the subject; uneasiness with the emotional and opinion issues surrounding divorce and remarriage; and resistance to further broadening the teacher role. The reasons schools resist dealing with non-nuclear family structures include: complex legal issues surrounding custody; desire to protect student and family privacy; fear that acknowledging divorce will withdraw support for the ideal one-home family; and budget constraints. It is possible to accommodate each non-nuclear family through a combination of individual attention and group/program approaches. A lengthy chart gives recommendations from eight different sources grouped into the following areas: training/awareness for teachers; logistics; schools/parents; curriculum/instruction; teacher/child; legal issues/record keeping; and intervention techniques. (WAS)
Publication Type: Information Analyses; Reference Materials - Bibliographies
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A