ERIC Number: ED347930
Record Type: Non-Journal
Publication Date: 1992-Apr-20
Reference Count: N/A
Through the Eyes of the Beholder: Breaking Economic, Ethnic, and Racial Barriers to Parent Involvement in a School-University Partnership.
Rudnitski, Rose A.
This paper examines parental involvement, regardless of socioeconomic status and ethnic or racial differences, in a school-university partnership in an elementary school in San Antonio, Texas, where the Alliance School is involved in a partnership with a local Holmes Group university. First described is the history of the school, followed by a literature review of parental involvement when the parents belong to minority and ethnic groups. Next, the program designed to encourage parental involvement at the Alliance School is discussed, including descriptions of ongoing activities after the program's introduction, such as the formation of clubs for the children, various Parent Teacher Association activities, and the role of the Parent Involvement Committee. Parent responses to the program and program beliefs are examined through discussions of the shared values that have been fostered: the centrality of the child; respect for parents; respect for the culture and home life of each child; developing a spirit of love for children as an important aspect of a school; and the concept of sharing. It is noted that the experiences of the school reveal that an inclusive parent involvement program can be built in an inner city school when individuals in the school share a system of values. Contains 16 references. (GLR)
Descriptors: Administrator Role, College School Cooperation, Educational Principles, Elementary Education, Elementary School Students, Elementary Schools, Ethnic Groups, Higher Education, Inner City, Literature Reviews, Minority Groups, Parent Participation, Parent School Relationship, Principals, Program Descriptions, Socioeconomic Status, Urban Education, Values Clarification
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A