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ERIC Number: ED535302
Record Type: Non-Journal
Publication Date: 2008-May
Pages: 5
Abstractor: ERIC
Reference Count: 14
Parenting for Literacy Development and Educational Success: An Examination of the Parent Education Profile. Research Brief #3
Prins, Esther; Toso, Blaire Willson
Goodling Institute for Research in Family Literacy
The Parent Education Profile (PEP) is an instrument that rates parents' support for children's literacy development. This study examined how the PEP portrays the ideal parent, its assumptions about parenting and education, and the values and ideals it promotes. In sum, many aspects of the PEP evaluate parents by the mainstream (White, middle-class) parenting style. To support this model the PEP uses the language of scientific research, yet presents no information about reliability or validity. The PEP tends to assume that a single set of parenting practices best supports children's literacy development, without fully considering cultural and economic differences. It also implies that parents, particularly mothers, are mainly responsible for children's academic success. In order to follow some of the PEP practices, parents need access to resources often unavailable to poor families; yet, the PEP does not seem to encourage recognition of mitigating circumstances (e.g., poverty) that might lower parents' ratings. Finally, while the PEP encourages staff to ask for parents' perspectives, it gives parents little say in assessing themselves. In conclusion, caution and cultural sensitivity are needed when using instruments that prescribe, monitor, and rate parental support for education and literacy. (Contains 1 table and 2 endnotes.)
Goodling Institute for Research in Family Literacy. 405 Keller Building, University Park, PA 16802. Tel: 814-865-5876; Fax: 814-863-6108; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Pennsylvania State University, Goodling Institute for Research in Family Literacy