Does Parents’ Socioeconomic Status Determine Their Willingness to Participate in Their Offspring’s Education?

A Study in Students Who Attend Primary Education in Chile

Authors

  • Eduardo Santander Ramírez Columbia University. Teachers College. Nueva York, Estados Unidos de América del Norte. https://orcid.org/0000-0001-5821-5424
  • Mariela Avendaño Casassas Universidad Finis Terrae. Facultad de Educación. Escuela de Educación Parvularia. Providencia, Región Metropolitana, Santiago, Chile. https://orcid.org/0000-0001-6781-8622
  • Patricia Soto de la Cruz Universidad Finis Terrae. Facultad de Educación. Escuela de Educación Parvularia. Providencia, Región Metropolitana, Santiago, Chile. https://orcid.org/0000-0002-8924-9659

DOI:

https://doi.org/10.32719/26312816.2022.6.1.3

Keywords:

parental participation, parental engagement, primary education

Abstract

Parental participation in school has been recognized as a central axis in policies to improve education in Chile and the world. The phenomenon of participation is complex and can take on various types and forms of intervention throughout the education lifecycle of children. The literature recognizes that parents’ socioeconomic level is a predictor of greater involvement in their children’s education. Based on data from the 5th Education and Family Survey, this study sought to examine the influence of the socioeconomic level of parents and guardians on the willingness to participate decisively or ‘committedly’ in school, as opposed to more passive or merely consultative participation. The results show that Chilean middle-class parents tend to be significantly more willing than Chilean upper-class parents to be involved in school. On the other hand, evidence is provided that indicates that parents, regardless of socioeconomic level, tend to show greater willingness to get involved in the second cycle of primary education than in the first.

Downloads

Download data is not yet available.

References

Abrams, L., & Gibbs, J. (2002). Disrupting the Logic of Home-School Relations: Parent Involvement Strategies and Practices of Inclusion and Exclusion. Urban Education, 37(3), 384-408. https://doi.org/10.1177/00485902037003005 DOI: https://doi.org/10.1177/00485902037003005

Andrich, D., De Jong, J., & Sheridan, B. (1997). Diagnostic Opportunities with the Rasch Model for Ordered Response Categories. En J. Rost y R. Langeheine (eds.), Applications of Latent Trait and Latent Class Models in the Social Sciences (pp. 59-72). Waxmann Verlag. https://bit.ly/3UqsBhP

Bellei, C. (2013). El estudio de la segregación socioeconómica y académica de la educación chilena. Estudios Pedagógicos, 39(1), 325-345. http://dx.doi.org/10.4067/S0718-07052013000100019 DOI: https://doi.org/10.4067/S0718-07052013000100019

Benson, F., & Martin, S. (2003). Organizing Successful Parent Involvement in Urban Schools. Child Study Journal, 33(3), 187-193. https://bit.ly/3S5lCZW

Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why Poor Children Are More Likely to Become Poor Readers: The School Years. Australian Journal of Education, 57(3), 190-213. https://doi.org/10.1177/0004944113495500 DOI: https://doi.org/10.1177/0004944113495500

Chubb, J., & Moe, T. (1990). Politics, Markets, and America’s Schools. The Brookings Institution. https://bit.ly/3s5R8wk. DOI: https://doi.org/10.2307/20080159

Dubois, B., & Burns, J. (1975). An Analysis of the Meaning of the Question Mark Response Category in Attitude Scales. Educational and Psychological Measurement, 35(4), 869-884. https://doi.org/10.1177/001316447503500414 DOI: https://doi.org/10.1177/001316447503500414

Eccles, J., & Harold, R. (1996). Family Involvement in Children’s and Adolescents’ Schooling. En A. Booth y J. Dunn (eds.), Family-School Links: How Do They Affect Educational Outcomes? (pp. 3-34). Routledge. https://bit.ly/3TvWnRD

Echeverría, S., Sandoval, R., Sotelo, M., Barrera, L., & Ramos, D. (2020). Beliefs about Parent Participation in School Activities in Rural and Urban Areas: Validation of a Scale in Mexico. Frontiers in Psychology, 11, 1-9. https://doi.org/10.3389/fpsyg.2020.00639 DOI: https://doi.org/10.3389/fpsyg.2020.00639

Emerson, L., Fear. J., Fox, S., & Sanders, E. (2012). Parental Engagement in Learning and Schooling: Lessons from Research. Family-School and Community Partnerships Bureau. https://bit.ly/3EV9gR5

Epstein, J. (2013). Programas efectivos de involucramiento familiar en las escuelas: Estudios y prácticas. Fundación CAP. https://bit.ly/3eEnACV

Epstein, J., & Connors, L. (1992). School and Family Partnerships. Practitioner, 18(4). https://bit.ly/3ELY7lE

Epstein, J., & Sanders, M. (2000). Connecting Home, School, and Community. En M. Hallinan (dir.), Handbook of the Sociology of Education (pp. 285-306). Springer. https://bit.ly/3VvRXvX DOI: https://doi.org/10.1007/0-387-36424-2_13

Flamey, G., Gubbins, V., & Morales, F. (1999). Los centros de padres y apoderados: Nuevos actores en el control de la gestión escolar. CIDE. https://bit.ly/3MFviJo

Frey, A., & Dupper, D. (2005). A Broader Conceptual Approach to Clinical Practice for the 21st Century. Children & Schools, 27(1), 33-44. https://doi.org/10.1093/cs/27.1.33 DOI: https://doi.org/10.1093/cs/27.1.33

Gatt, S., & Petreñas, C. (2012). Formas de participación y éxito educativo. Cuadernos de Pedagogía, 429, 50-52. https://bit.ly/3EM0k0q

Goodall, J., & Montgomery, C. (2014). Parental Involvement to Parental Engagement: A Continuum. Educational Review, 66(4), 399-410. http://dx.doi.org/10.1080/00131911.2013.781576 DOI: https://doi.org/10.1080/00131911.2013.781576

Gubbins, V. (2011). Estrategias de involucramiento parental de estudiantes con buen rendimiento escolar en educación básica [Tesis doctoral]. Pontificia Universidad Católica de Chile, Santiago. https://bit.ly/3VuQsOq

Gubbins, V., & Ibarra, S. (2016). Estrategias educativas familiares en enseñanza básica: Análisis psicométrico de una escala de prácticas parentales. Psykhe, 25(1), 1-17. http://dx.doi.org/10.7764/psykhe.25.1.773 DOI: https://doi.org/10.7764/psykhe.25.1.773

Gubbins, V., & Otero, G. (2020a). Determinants of Parental Involvement in Primary School: Evidence from Chile. Educational Review, 72(2), 137-156. https://doi.org/10.1080/00131911.2018.1487386 DOI: https://doi.org/10.1080/00131911.2018.1487386

Gubbins, V., & Otero, G. (2020b). Parental Involvement and Low-SES Children’s Academic Achievement in Early Elementary School: New Evidence from Chile. Educational Studies, 46, 548-569. https://doi.org/10.1080/03055698.2019.1620691 DOI: https://doi.org/10.1080/03055698.2019.1620691

Lara, L., & Saracostti, M. (2019). Effect of Parental Involvement on Children’s Academic Achievement in Chile. Frontiers in Psychology, 10, 1-5. https://doi.org/10.3389/fpsyg.2019.01464 DOI: https://doi.org/10.3389/fpsyg.2019.01464

Lareau, A. (2002). Invisible Inequality: Social Class and Childrearing in Black Families and White Families. American Sociological Review, 67(5), 747-776. https://bit.ly/3VBtQfh DOI: https://doi.org/10.2307/3088916

LaRocque, M., Kleiman, I., & Darling, S. (2011). Parental Involvement: The Missing Link in School Achievement. Preventing School Failure: Alternative Education for Children and Youth, 55(3), 115-122. https://doi.org/10.1080/10459880903472876 DOI: https://doi.org/10.1080/10459880903472876

Nunnally, J. (1995). Teoría psicométrica. McGraw-Hill. https://bit.ly/3MHNsua

OCDE (2010). PISA 2009 Results: Learning Trends. Changes in Student Performance since 2000 (Volume V). OCDE. http://dx.doi.org/10.1787/9789264091580-en DOI: https://doi.org/10.1787/9789264091580-en

O’Connor, S. (2001). Voices of Parents and Teachers in a Poor White Urban School. Journal of Education for Students Placed at Risk, 6(3), 175-198. https://doi.org/10.1207/S15327671ESPR0603_2 DOI: https://doi.org/10.1207/S15327671ESPR0603_2

Pizarro, P., Santana, A., & Vial, B. (2013). La participación de la familia y su vinculación en los procesos de aprendizaje de los niños y niñas en contextos escolares. Diversitas: Perspectivas en Psicología, 9(2), 271-287. https://bit.ly/3yQvKix DOI: https://doi.org/10.15332/s1794-9998.2013.0002.03

Razeto, A. (2016). El involucramiento de las familias en la educación de los niños: Cuatro reflexiones para fortalecer la relación entre familias y escuelas. Páginas de Educación, 9(2), 190-216. https://doi.org/10.22235/pe.v9i2.1298 DOI: https://doi.org/10.22235/pe.v9i2.1298

Sheldon, S., & Jung, S. (2015). The Family Engagement Partnership: Student Outcome Evaluation. Johns Hopkins University. https://bit.ly/3D54AXs

Stevenson, D., & Baker, D. (1987). The Family-School Relation and the Child’s School Performance. Child Development, 58(5), 1348-1357. https://doi.org/10.2307/1130626 DOI: https://doi.org/10.2307/1130626

Tárraga, V., García, B., & Reyes, J. (2017). Home-Based Family Involvement and Academic Achievement: A Case Study in Primary Education. Educational Studies, 44(3), 361-375. https://doi.org/10.1080/03055698.2017.1373636 DOI: https://doi.org/10.1080/03055698.2017.1373636

UNICEF, & Ministerio de Educación de Chile. (2004). ¿Quién dijo que no se puede?: Escuelas efectivas en sectores de pobreza. UNICEF / Ministerio de Educación de Chile. https://bit.ly/3eG29kR

Universidad Finis Terrae (2015). Quinta Encuesta sobre Educación y Familia. Universidad Finis Terrae.

Valdés, A., & Urías, M. (2011). Creencias de padres y madres acerca de la participación en la educación de sus hijos. Perfiles Educativos, 33(134), 99-114. https://bit.ly/3NWMY3Z

Valdés, Á., Carlos, E., & Arreola, C. (2013). Desarrollo de un instrumento para medir la participación de los padres en la educación escolar de los hijos. Revista de Evaluación Educativa, 2(1), 92- 109. https://bit.ly/3ETDl3G

Valenzuela, J., Bellei, C., & De los Ríos, D. (2010). Segregación escolar en Chile. En S. Martinic y G. Elacqua (eds.), Fin de ciclo: Cambios en la gobernanza del sistema educativo (pp. 209-228). Pontificia Universidad Católica de Chile / UNESCO. https://bit.ly/3eBozDX

Van Velsor, P., & Orozco, G. (2007). Involving Low-Income Parents in the Schools: Community-Centric Strategies for School Counselors. Professional School Counseling, 11(1), 17-24. https://doi.org/10.1177/2156759X0701100103 DOI: https://doi.org/10.5330/PSC.n.2010-11.17

Vélez, R. (2009). La relación familia-escuela como alianza: Aproximaciones a su comprensión e indagación. Revista Educación, Comunicación, Tecnología, 3(6). https://bit.ly/3hpp1WF

Weiss, H., Kreider, H., López, M., & Chatman, C. (eds.). (2005). Preparing Educators to Involve Families: From Theory to Practice. Sage. https://bit.ly/3CLs7ez

Downloads

Published

2022-12-01

How to Cite

Santander Ramírez, E., Avendaño Casassas, M. ., & Soto de la Cruz, P. (2022). Does Parents’ Socioeconomic Status Determine Their Willingness to Participate in Their Offspring’s Education? A Study in Students Who Attend Primary Education in Chile. Andean Journal of Education, 6(1), 000613. https://doi.org/10.32719/26312816.2022.6.1.3

Issue

Vol. 6 No. 1 (2022): Revista Andina de Educación 6(1) (noviembre, 2022-abril, 2023)

Section

Research

License

Copyright (c) 2022 Eduardo Santander Ramírez, Mariela Avendaño Casassas, Patricia Soto de la Cruz

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The authors who publish in this journal accept the following conditions:
1. The authors retain the copyright and assign to the Andean Journal of Education the right of the first publication, with the work registered with the attribution license for non-commercial use of Creative Commons, which allows third parties to use what is published provided they mention the authorship of the work and the first publication in this journal.
2. Authors may make other independent and additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) provided they clearly state that the work was published for the first time in the Andean Journal of Education.
Métricas alternativas