Parent Motivational Beliefs And Parental Role Construction

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Parent motivational beliefs is the key aspect of parental role construction which is the belief of the parent for which his/her role is in the development of his/her child. During the parent motivational concept parents are able to be influenced by their peers in a social setting, this is the chance for an educational institution to implement a social group such as a parent teacher organization or association (PTO/PTA). Feeding off of this positive peer association over a period of time has been found to motivate parent involvement practices (Drummond & Stipek, 2004).
Invitations to involvement is just what it sounds like the simple inviting of a parent to participate. This form of participation must be extended from someone within the school building who the parent deems as important. ((Hoover-Dempsey & Sandler, 1997). These invitations are viewed as welcome letters to participate in the learning community of their student. Parents may receive these letters from any part of the school community: principal, teacher, lead of the hospitality committee, and their own student. Each invitation carries a different reception based on the parent’s own experiences, the school building should extend the primary invitation in order to establish the open school atmosphere. When a principal opens the building for parents to access freely a sense of community is exuberated.
The next concept that is an important key to parental involvement, the socioeconomic influenced parental life context concept. This concept is heavily guided by the family’s socioeconomic status due to the restraints placed on a parent based on knowledge, skill, time, and energy (Hoover‐Dempsey, Walker, Sandler, Whetsel, Green, Wilkins, & Closson, 2005). A schoo...

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...onal plan for parental involvement will aid our school community with the practices already in place and creating an effective ELL communication medium which shall encourage both sides of parental involvement, the initiation from the school community and the parent themselves. As data and research have shown schools with higher levels of parental partnerships have higher achievement levels normally due to academic expectations are effectively communicated by home and school. Please note that the implementation of the communication piece will allow teachers to directly contact his/her Spanish speaking parents directly fostering a supportive relationship which decreases the tension of a major language barrier and the parent will have a better opportunity to practice English in a safe environment. Our foundation is strong let’s build a sustainable structure upon it.

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