Relations between Ethnic Minority Parents and Schools Paper presented at the Eleventh International Roundtable on School, Family and Community Partnerships Frederik Smit – ITS, University of Nijmegen

Geert Driessen – ITS, University of Nijmegen

Peter Sleegers – Department of Educational

Sciences, University of Nijmegen

Paul Hoop – City of Rotterdam

New Orleans, LA, USA

April 1, 2002

Background

1. Developments in Dutch education

2. Developments in parent participation

3. The City of Rotterdam, the Netherlands

hosts some 150 different nationalities; about 50% of the primary school students are ethnic minorities.

Goal of the present research & Research questions

The goal of the present research project is to get a better understanding of the relationships between the parents of ethnic minority children and the schools and supporting institutions in the local community. Research Questions of the present research 1. What are the different expectations and

visions on the relations between schools, parents of ethnic minorities and communities?

2. What are successful policies (structures,

capacities, systems) that support schools in creating partnerships with parents of ethnic minorities and communities?

Sample & Design In the empirical part of this research project a Delphi survey is conducted among 50 experts from various European countries, Canada and the USA. The sample includes a panel of experts and policymakers in the field of parent participation consisting of: - European Research Network About Parents

and Education (ERNAPE); - Roundtable on School, Family and

Community Partnerships; - Association of Moral Education; - Developing Intercultural Education through

Comparison (DIECEC).

Research design and research questions

Figure 1 - Design and research questions

neccessity puts in motion

vision points the way

success makes believe

structures provoke

capacities

systems

spirit gives strength

to create and to build partnerships with families ofethnic minorities and communities

enable

confirm

QUESTIONS FIRST PHASE SECOND PHASE

inclusion

integratedplannedparticipationstrategy

conceptualmap: six typesof Epstein

to beprepared

support

to beinformed

Main results Question 1. How can teachers and administrators be prepared to create partnerships with families of ethnic minorities and communities? Attitude - Necessity puts in motion - Vision points the way - Success makes believe

Figure 2 – Collaboration between families and school

Tune in - Communication - Coordination - Coaching

Family School

Child

Action - Structures provoke and capacities make achievable • abandon the deficit model of families and

parents and adopt a model of inclusion, sharing, equality and learning of staff and parents together

• create a shared vision about inclusive parent participation and understanding of ‘partnership’ that is directly relevant to the school context

- Systems confirm • Make the school an inviting and welcoming place

for all parents at all levels

Question 2 What information do educators need to build positive relationships with families so as to keep them involved in their children's education all across the school years?

Educators need to understand the different kinds of parent and family involvement such as Joyce Epstein’s six types, information on the local community (e.g. kinds of ethnicities represented, family values and rituals, community ethnic organizations, church programs for all families, etc.). Her work should be considered as a conceptual and strategic template in the professional development process.

Conditions that should be met in order that parent participation at school may flourish: - participation culture - willingness to participate - participation skills and - participation culture

participationstructure

participationskills

participationculture

willingnessto participate

Figure 3 - The four key concepts for adequate participation

Question3. What are successful policies and procedures that support schools and community partnerships?

Integrated planned participation strategy Parental participation at school will be at its best if parent representatives develop an integrated planned participation strategy based on the objectives that should be achieved through participation at the school within a defined period of time. This strategy will then be based on the school’s view of the future. Obviously, the agreed strategy will have its consequences for the structure and culture of participation.

Figure 4 - Integrated planned participation strategy

creating supportfor

partnership relations

- inclusion minority parents- conceptual map:six types of Epstein

- planned activities- strategy development

participation

structure

partic

ipatio

n

skills

to be informed

integrated planned

participation strategy

support

particip

ation

culture

willingness to

participate

to be prepared

Conclusions It is important that teachers are being aware of that all levels have knowledge about different cultures, that is trained in intercultural skills: • permitting the parents to participate; • being aware that all are individuals, even if they are

from the same ethnic minority; • treating the parents as common parents, not as parents

of ethnic minorities. It is important that administrators are being aware of the importance of trying to employ teachers and other staff with ethnic minorities. By having an inclusive attitude, policy: • giving minorities the possibility to have “Saturday-

schools” for all members in the family; • trying to achieve the knowledge in the mother-

tongue, the own culture/ the second language and the new culture;

• employing head-teachers who have knowledge and capacity to create inclusive schools;

• cooperation with different municipality agency.