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ERIC Number: EJ811307
Record Type: Journal
Publication Date: 2008-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1745-7823
Just How Involved Is "Involved"? Re-Thinking Parental Involvement through Exploring Teachers' Perceptions of Immigrant Families' School Involvement in Cyprus
Theodorou, Eleni
Ethnography and Education, v3 n3 p253-269 Sep 2008
Parental involvement has been increasingly gaining support among education theorists and policymakers across many countries (Kelley-Laine 1998) as an effective way to improve student academic performance. However, the cultural assumptions underlying calls for parental involvement have received little attention (De Carvalho 2001; Lareau 1987). Drawing on ethnographic data, this paper attempts to explore the culturally specific nature of current practices and ideologies of parental involvement in Cyprus and their effect on the marginalisation of potentially socially vulnerable groups. This endeavour is undertaken through the examination of elementary school teachers' perceptions of the involvement of immigrant parents in their children's education. In adhering to narrowly conceptualised notions of parental involvement and subsequently perceiving the immigrant parents as "disinterested", teachers at a Cypriot public elementary school perpetuated and furthered the social marginalisation of immigrant families. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cyprus