Gurasoen hezkuntza-inplikazioa aniztasun sozioekonomikoa eta kulturala duten EAEko bi eskola eraginkorretan

Abstract

This work seeks to examine the educational involvement of parents in two effective schools with presence of immigrant students and limited economic resources, taking as a source the explanations of native parents, immigrant parents and teachers. Parental involvement in education (home learning environment, teacher-parents relationship and involvement in school activities), strategies that facilitate educational involvement, and obstacles are examined. The research was carried out in two effective schools with socio-economic and cultural diversity in the Basque Autonomous Community (BAC) through 52 semi-structured interviews with native parents (n=24), immigrant parents (n=6) and teachers (n=22) and a focus-group with immigrant parents. They were analysed by means of content analysis. The results show that participants highlight that parents have a high level of involvement in extracurricular activities, fluidity of information between teachers and parents, and a high level of commitment, involvement and organisation among parents representing school bodies. The participants identify strategies to facilitate the educational involvement (teachers' interventions to reduce the socio-economic gap of students, teachers' availability to parents, and interventions for the involvement in school bodies of immigrant or socio-economically disadvantaged parents) and obstacles (language limitations, lack of time and poverty). It is concluded that some important initiatives carried out to facilitate the educational involvement depend on the willingness of some people and are not systematised. By ongoing training and counselling, as well as the sharing of good practice between schools could contribute to increasing the educational involvement of all types of parents, and particularly those who are disadvantaged.