Abstract

In this article, parental role construction is framed from a sociocultural perspective. Applying this perspective foregrounds the need for researchers and practitioners to gain an insider’s understanding of how families themselves construct their roles in supporting children’s education. By doing so, the field can reimagine family–school partnerships that are inclusive of normative family practices across ethnoculturally diverse families and develop interventions that build on cultural heritage, community strengths, and families’ funds of knowledge. In this article, a home-to-school, strengths-based conceptualization of family engagement that challenges deficit-based and school-centric orientations toward families is described. Evidence from three innovative research projects will be discussed that shows by being curious about how parents construct their roles and support their children at home (both directly and indirectly), researchers and practitioners can gain useful information to co-create more culturally inclusive and welcoming school environments, as well as more meaningful home–school connections.

摘要

在这篇文章中，父母角色的建构是从社会文化的角度来构建的。应用这一观点预示着研究人员和从业者需要获得内部人士对家庭本身如何构建其支持儿童教育的角色的理解。通过这样做，该领域可以重新构想家庭与学校的伙伴关系，包括跨种族文化多样化家庭的规范家庭实践，并制定建立在文化遗产、社区力量和家庭知识基础上的干预措施。在这篇文章中，一个家庭到学校，描述了基于优势的家庭参与概念化，它挑战了基于缺陷和以学校为中心的家庭取向。将讨论来自三个创新研究项目的证据表明，通过对父母如何构建自己的角色并在家中（直接和间接）支持孩子感到好奇，研究人员和从业者可以获得有用的信息，共同创建更具文化包容性和欢迎性的学校环境，以及更有意义的家校联系。