Communicating with Parents of Culturally Diverse Backgrounds

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Communicating with Parents of Culturally Diverse
Backgrounds

• Suzie King
• August 2, 2007
• EDCI 6300

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Introduction

• Parent-teacher communication is a key component
  to parental involvement in the education process.
• Research consistently shows a high correlation
  between parental involvement and the academic
  performance of children.
• It also enhances student self-esteem, improves
  parent-child relationships, and helps parents
  develop positive attitudes toward schools.
• Important first step is more comprehensive and
  frequent communication with parents of diverse
  students.

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Overview

• Communication barriers
• Methods to improve communication
• Helpful sources for further information

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Communication Barriers

• Parental perceptions schools represent white
  America, not low-income people of color, and
  exhibit unwelcoming environments
• Parents are expected to communicate in middle
  class ways (telephone, visits to school, notes),
  when many have no cars or speak lttle or no
  English
• Communication typically received from schools is
  negative

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Barriers cont.

• Educator attitudes parents complain many
  teachers speak down to them, brush them off,
  or do not answer their questions

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Key Issues for Improving Communication

• School means different things to other cultures
• Explore and understand other cultures
• Language affects families, communities, and
  schools
• Social status affects access to schools

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Cultural Meanings of School

• Explore assumptions about school
• Initiate contact with families
• Clarify parent/teacher roles
• Generate ongoing partnerships
• Orientation programs can help parents understand
  the schools expectations

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Understanding Cultures

• Increase knowledge about cultures at community
  centers or functions
• Use home visits to become aware of social context
  of students
• Contact families informally on a regular basis

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Language and Social Status

• Welcome parents with dignity and respect
• Communicate with parents in their native language
• Use interpreters when communicating face-to-face
• Provide families with a voice in school
  decisions, from classroom tutoring to community
  forums

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Helpful Websites

• Connexions
• http//cnx.org/
• One can view modules (small knowledge chunks) on
  educational material written by various
  professionals. These can stand alone or be
  combined in larger units. One example is An
  Evening with ESL Parents A Framework for an
  Orientation Program.
• This is useful for teachers, administrators, and
  other educational professionals for collaboration
  with colleagues.

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Websites cont.

• Teaching Diverse Learners Equity and Excellence
  For All
• http//www.alliance.brown.edu/tdl/
• This site provides access to information to
  promote high achievement for English language
  learners. It has links to publications, works of
  experts, and educational materials
• It is useful for teachers, principals, and other
  administrators because it outlines ways to
  effectively work with English language learners
  and their families.

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Websites cont.

• Word Magic Online Products
• http//translation.wordmagicsoft.com/wmtools/login
  .aspx
• This site provides free translation of up to 500
  words when first subscribing. There is also a
  dictionary and thesaurus feature.
• This is very useful for teachers when writing
  notes to parents or advertising school events.

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Websites cont.

• African American Cultural Alliance
• www.africanculturalalliance.com
• Gordon JCC of Nashville (Jewish Community Center)
• www.nashvillejcc.org/index.php?src
• KHRW (Kurdish Human Rights Watch)
• www.khrw.org/nashville.html

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Websites cont.

• Native American Indian Association of Tennessee
• www.naiatn.org
• The Pluralism Project at Harvard University
  (Middle Eastern and Asian religions)
• www.pluralism.org/resources/traditions/index.php
• Progreso Community Center (Hispanic Community)
• hispanictn.org/

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Websites cont.

• Somali Community Center of Nashville
• www.somalinashville.org/programs.html
• These are all sites where one can learn about
  various cultures in our area.
• These are wonderful starting points for educators
  to familiarize themselves with the cultural
  backgrounds of their students and parents.

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Journal Articles

• Redefining Parental Involvement Lessons from
  High-Performing Migrant-Impacted Schools
• Authors G. Lopez, J. Scribner, and K.
  Mahitivanichcha
• This article explores various methods for
  improving parental involvement and communication
  with migrant families in Texas. The guidelines
  listed can be applied to other cultures.
• This would be helpful to teachers and
  administrators when trying to reach out to
  diverse parents.

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Articles cont.

• Why Urban Parents Resist Involvement in their
  Childrens Elementary Education
• Authors P. McDermott and J. Rothenberg
• This article presents a qualitative study using
  focus groups comprised of teachers and culturally
  diverse parents. It allows an insight into
  parents perceptions of their treatment from the
  educational system.
• This is useful for teachers and administrators to
  get the parents viewpoint.

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Conclusion

• Culturally diverse parents experience confusion
  and frustration in school systems that do not
  understand their values and beliefs.
• Ideally, educators need to be trained to reach
  out to these parents and begin building on their
  cultural values and beliefs.
• It is important to remember that all parents,
  regardless of income, education or cultural
  background, are involved in their childrens
  learning and want them to do well.

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References

• African American Cultural Alliance. Web site
  http//www.africanculturalalliance.com
• Connexions. Web site http//cnx.org/
• Gordon JCC of Nashville. Web site
  http//www.nashvillejcc.org/index.php?src
• KHRW. Web site http//www.khrw.org/nashville.ht
  ml
• Lopez, G.R., Scribner, J.D., Mahitivanichcha,
  K. (2001). Redefining parental involvement
  Lessons from high-performing migrant-impacted
  schools Electronic version. American
  Educational Research Journal, 38(2), 253-288.

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References cont.

• McDermott, P. Rothenberg, J. (2000). Why
  urban parents resist involvement in their
  childrens elementary education. The Qualitative
  Report, 5(3/4), Retrieved July 23, 2007 from
  http//www.nova.edu.ssss/QR/QR5-3/mcdermott.html
• Native American Indian Association of
  Tennessee. Web site http//www.naiatn.org
• The Pluralism Project at Harvard University.
  Web site http//www.pluralism.org/resources/tradi
  tion/index.php
• Progreso Community Center. Web site
  http//hispanictn.org/

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References cont.

• Somali Community Center of Nashville. Web site
  http//www.somalinashville.org/programs.html
• Teaching Diverse Learners Equity and
  Excellence For All. Web site http//www.alliance.
  brown.edu/tdl/
• Word Magic Online Products. Web site
  http//translation.wordmagicsoft.com/wmtools/login
  .aspx