African-American Community: Parental Involvement Essay

Students, regardless of their background aim at achieving in school. The school management should strive create at atmosphere that aids to strengthen them. African-American students have been viewed to work harder than their whites’ counterparts due to the fact that they come from communities. There is need to emphasis on community as these communities serves as their students anchor.

According to Wenfan (1999) in the journal of Negro education, the role of parental involvement in success in African American students was studied. He notes that changes in technology were increasing the necessity for participants in the US labor market to posses. He further found that although the high school completion rate for African American students had increased over the post several decades, attaining post secondary educational opportunities and achieving lofty academic goals represented a critical challenge for many African American students. This view was shared by Solorzano (1992).

In search for strategies that foster academic success among African American students attention has been focused on increasing parental involvement in these students schooling. Parental involvement has multiple meaning (Casanova, 1996) and it has been operationalised in studies in a variety of ways. It is widely recognized as important contributor to the academic success of African students (Coleman 1991, Comer and Haynes, 1991, Cooper and Dathow, in press, Epstein 1995, Lareau 1989.

There is also a need to establish workshops for parents to support and to encourage their children’s interest in science careers where their children have always been underrepresented and especially help parents of Ministry. Students to understand their role in encouraging their children’s interests ins sciences i.e. through establishing parents workshops on supporting and encouraging children have always been underrepresented and especially help parents of minority students to understands their role in encouraging their children’s interests in sciences i.e. through establishing parents workshops on supporting and encouraging children’s interest science.

There was national awareness of growth in the number of African American students experiencing school failure. Ford, Obiakor and Platon (1950) there was frequent students suspensions and drop outs a considerable measure of academic peril for these students is created by teachers’ diverse cultural ineptness, improper attitudes and differential behaviors towards African – American students ( ( Nieto 1992)

To improve the schooling these students ford, et al) suggested that student’s teacher’s education programme must excel in preparing teachers and administrators who have an elevated level of authentic knowledge’s of African American culture.

Role of parents on African America students decisions for vocational careers

The major influence of parents in career and vocational concentrations are:

• High academic ad career expectations by parents.
• Desire to imitate parent’s altruistic behavior and role of community contributor.
• Parents providing early exposure to vocational subjects matter on the teaching fields and
• Parent aiding in discovery of aptitudes and interests in vocational subjects matter

Parents solve as major influences in their children Otto (1989) of the factors that influences career are the most influential determinant of careers plans occupational aspirations and occupational expectations (Hines, Lee et al, 1997).“even if school had the resources with which to meet young peoples career guidance needs, neither teachers nor counselors can replace the influence of parents have on their sons and daughters career plans” Otto (1989)

Teaching is a career that is widely available for African American today. A specific need for vocational teachers exists where there is an over representation of African American teachers Irvine (1988), Newby smith and Miller 1995, Riviera Batiz (1995). They further emphasis that discovering the influence of African American parents over their children’s career. Choices may be useful for addressing this long standing shortage (American association of colleges for teacher education, 1994).

Studies examining the effect of parental involvement on African American student often focus on the factors that place these students at risk and ignore the ways in which African American families promote successful achievement and experiences.

In study on high achieving African American students from low income, home environment Clark (1983), he discovered that the parents of such students engaged in distinctive parent child interactions i.e. by creating emotionally supportive home dialogue with their children, helped them with homework and communicated clear and consistent behavioral limits to them. high achieving African American students from urban areas were a result of black parents effort to promote their children’s positive racial ethnical specialization, these also helped promote to racism and discrimination Saunders (1997) Lee Winfield and Wilson (1991) examined both family and schools factors as they contributed to the academic behaviour of high achieving African – American students.

Social capital theory

Also note worth are the unique characteristics of the social capital held by Africans – American these refer to the networks and social interactions that facilitates educational attainments Colean (1988) particularly those established between parents, students and schools. There is evidence that social capital leads to improved students achievements, better school grades and reduce drop out rates Carbonaro , (1988, Coleman and Hoffer, 1987 Khane and Bailey 1999 Schneider and Coleman 1993, Stanton, Salazar and Dornbusch 1995) they all concur that these achievements occur regardless of other social and economic characteristics and family may possess.

According to Coleman (1988) families can provide or posses three types and level of capital financial human and social. Financial capital is roughly equivalent to the income or wealth. In families with low levels of financial capital or income parents may still high educational aspirants for their children and support their educational pursuits.

Human capital is roughly equivalent to parental educations whole social capital is more closely tied to social networks and the relationship between parents and children. The strength of the latter can be measured in terms of the amount of time children spend with their parents and by the efforts parents make to provide a positive and healthy environment for their children. Coleman (1991) further emphasized the role of family norms or standards ad values that govern the actions of families in society. A parents’ high aspirations for a child’s academic success are often an effective motivations when such norms are strong enough.

Ethnicity

Coleman (1988) suggests that the level of parental involvement varies among different ethnic groups. African American and Hispanic American parents have been found to be considerably more authoritative with their children compared to Asian American parents Dornbusch Ritter, Leinderman Robert and Fraheign 1987, Steinberg et al, 1992).

According to articles published in journal Negro education (spring 2005) Jeremiah Sanderson , a free , New Bedford, educated Blackman who was active within the abolitionist movement in the North east, moved to California during the Gold Rush era and become one of the most influential spokesman and educators in the state. He successfully petitioned to get public funding for colored schools in the 1980-1870s in Sacramento, San Francisco and Stockholm with black families from across the state sending their children to his school in Stockton.

School choice and standpoint of African American mothers Camille Wilson (2005) studied how scholars, educators and reformers continued to debate the merit of school – choice reform. In-depth interview data was marshaled from low income and working class African American mothers to describe how they engage in the educational market place and construct their school choices. The mothers’ data shed light on the potential of charters schools and school vouchers to offer parents equal educational opportunity. The study further indicated that their stories showed that their positionality rate class and gender factors – powerfully influences their educational decision making. The mothers were determined to seek agency for their families through their positionality rate, class and gender factor- powerfully influences determined decision making. The mothers were determined to seek agency for their families through their school choice making, yet they questioned whether charter school and vouchers can help them.

A data from Brown v. Board II indicates that by the age of seven the Negro child can not escape the realistic self identification (i.e. their studies showed that only a small percentage of black children couloured themselves white colors though a larger percentage preferred white color), but many of them indicated a clear cut preference for white and some evidence of emotional conflict. There was further conclusion that separate educational facilities are inherently unequal. Therefore upon analyzing the specific roles of parents in this process most influential parents (Bracey 1992 Dawkins 1985, Fields, 1981 Simpsons 1996).

In early childhood, many Africans Americans children particularly African American females Bracey, (1992), king (1993) arte influences by the aspirations of their mothers. The employment status of their mothers as well as the mother child relationship, influence the vocational outcomes of Africans American children. These mothers o influence their children by establishing middle class values of hard work and responsibility placing emphasis on education, maintaining high expectations ad introducing cultural values (Simpson 1996). As opposed to mothers fathers play more of a complimentary role in career decision making (Schulenburg, Vondracek and Router 1984).

Saunders 1997 discloses that many African American parents engage in positive racial socialization with their children and emphasis the importance of hard work, a good education and racial prude for survival in society.

Another dimension of this study is the focus on school leaders actions to close the achievements gap between African American and while students there’s is no question of whether the African American students intellectual ability should not be a factor as they are fully capable of succeeding academically (Amos Wilson) in may 1999, the south Carolina Department of education took a giant step toward enhancing the gap, a committee comprising of educators, clergy, parents and students was consulted to research discuss and make recommendations that work groups develop strategies to address three priorities areas.

1. race, class and culture
2. teacher and staff quality
3. family and community involvement

Their recommendations were as follows:

• Families should be encouraged to build character in their children; assist their children in the explorations of careers and colleges and limit the number of hours that children watch television.
• Shakers achievement gap 2006 recommended a continuous focus on professional development, early intervention, extended learning time, parent community involvement in study circles.
• Causes of the achievement gap; they include economic circumstances especially poverty , students mobility, education of parents, racial and ethnic prejudices, discriminations, cultural differences and poor influences this also include parenting practices Debra Viadero (2000)

The survey findings indicated that African Americans watch twice as much television that they feel important being tough while whites are self confidents and outgoing; there a is also a bigger difference in community educational levels and there is much higher percentage of Africans Americans single parents households.

Black students report spending as much or more time on home work while faculty should focus on skills and not oppositional culture and also as John Ogbu’s 2005 recommendation to build trust between the school districts and the African American involvement through extended learning time in the form of;

• Creating a home study area
• Limiting television reviewing
• Monitoring homework completion
• Finding ways to support achievements at home
• Knowing resources available in the schools
• Forming a home/school partnerships and
• Involving all families in educational process
• Another strategy is through community speakers who acts as
• Role model/ successful professionals from the community discuss the importance of education and making wise life decisions.

References

1. American Association of Colleges for Teacher Education. (1994). Bracey, G. W.
2. Dawkins, M. P. (1989). The persistence of plans for professional careers among blacks in early adulthood. Journal of Negro Education, 58.
3. Farrell. (1998, September). Voc. ed. teacher recruitment at crisis level nationwide. Education Daily, 31.
4. Fields, B. A. (1981). Some influences upon the occupational aspirations of three white-collar ethnic groups..
5. Hines, M. S. (1997). Factors influencing persistence among African American upperclassmen in natural science and science related majors. Irvine, J. J. (1988). An analysis of the problem of the disappearing black educator. Elementary School Journal, 88(5), 503-514.
6. King, S. H. (1993). The limited presence of African American teachers. Review of Educational Research.
7. Lee, C. L. (1984). An investigation of the psychosocial variables in the occupational aspirations and expectations of rural black and white adolescents Lincoln.
8. Newby, D., Smith, G., Newby, R., & Miller, D. (1995). The relationship between high school students’ perceptions of teaching as a career and selected background characteristics: Implications for attracting students of color to teaching.
9. Otto, L. B. (1989). How to help your child choose a career. Florida: State Department of Education. (ERIC Document Reproduction Service No. ED 336 506)
10. Simpson, G. (1996) Factors influencing the choice of law as a career by black women. Journal of Career Development, 22(3), 197-209.
11. Dawkins, M. P. (1989). The persistence of plans for professional careers among blacks in early adulthood. Journal of Negro Education,.
12. Otto, L. B. (1989). How to help your child choose a career. Florida: State Department of Education. (ERIC Document Reproduction Service No. ED 336 506)
13. Simpson, G. (1996). Factors influencing the choice of law as a career by black women. Journal of Career Development, 22(3), 197-209.