Marshallese Families' Reported Experiences of Home-school Connections: An Asset-based Model for Critiquing "Parental Involvement" Frameworks and Understanding Remote Schooling during COVID-19.
COVID-19 closed school buildings across the United States, forcing a shift to remote education. How families navigated remote schooling likely varied across class, racial, and ethnic differences, raising questions about how the pandemic might deepen educational inequities. We talked to Marshallese m...
| Published in: | Human Organization Vol. 80; no. 4; pp. 311 - 322 |
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| Main Authors: | , |
| Format: | Article |
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Taylor & Francis Ltd
Winter2021
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=176002935&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 176002935 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00187259 HUO jtl: Human Organization issn: 00187259 maglogo: N pubinfo: dt: Winter2021 vid: 80 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 176002935 10.17730/1938-3525-80.4.311 ppf: 311 ppct: 11 formats: tig: atl: Marshallese Families' Reported Experiences of Home-school Connections: An Asset-based Model for Critiquing "Parental Involvement" Frameworks and Understanding Remote Schooling during COVID-19. aug: au: Berman, Elise Collet, Vicki affil: Associate Professor of Anthropology at the University of North Carolina at Charlotte Associate Professor of Elementary Education at the University of Arkansas su: United States COVID-19 pandemic Parenting Distance education Home schooling Families Ethnic differences sug: subj: COVID-19 pandemic Parenting Distance education Home schooling Families Ethnic differences United States All Other Miscellaneous Schools and Instruction Administration of Education Programs keyword: COVID-19 Ethno-racial Equity Marshallese Migration Parental Involvement Remote Schooling COVID-19 Ethno-racial Equity Marshallese Migration Parental Involvement Remote Schooling ab: COVID-19 closed school buildings across the United States, forcing a shift to remote education. How families navigated remote schooling likely varied across class, racial, and ethnic differences, raising questions about how the pandemic might deepen educational inequities. We talked to Marshallese migrant families in a town in the South Central United States about their experiences with remote schooling in Spring 2020. Findings suggest families engaged in school activities at home and were invested in their children's schooling. They reported numerous inequities tied to technology access and "time-collisions" between familial and educational schedules. They also reveal culturally specific patterns of home-school interactions we call "distributed involvement." These issues are relevant during in-person as well as remote schooling. Families' reports suggest problems with normative models of "parental involvement," revealing ways to make home-school connections more culturally sustaining. A better understanding of reported COVID-19 experiences can inform educational policies and practices in post-pandemic futures. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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