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The Role of Community Involvement in Fostering Investment Behavior in Low-Income Black AdolescentsA Theoretical Perspective
Abstract
A framework for studying community actions to improve the status of low-income Black adolescents is presented. The framework identifies processes predominant in community activities and differentiates them according to content, frequency, and relation of outcome andprocess. Further, the processes are linked to the outcomes expected for youth who participate in community programs and to research methods for examining the outcomes. Investment behavior is described as one outcome that may be particularly amenable to community action, with theoretical significance to achievement outcomes.
... Pour comprendre comment fonctionne l'implication de la communauté pour favoriser le développement des jeunes, Nettles (1989Nettles ( , 1991, traduction libre) a décrit quatre types d'implication, notamment : 1) la conversion, 2) la mobilisation, 3) l'allocation des ressources et 4) l'enseignement. Le tableau 6 suivant décrit brièvement chaque type. ...
... des jeunes selon Nettles (1989Nettles ( , 1991 (Bakhshaei, 2015, p.33). ...
Quebec is experiencing a significant increase in immigrants, especially outside the metropolis (ISQ, 2017; Bakhshaei, 2015). Schools are, therefore, at the center of debates relating to the various issues inherent in diversity. However, they still lack "intercultural practices," which are more deeply rooted in the Montreal school environment than elsewhere in the province. In addition, regulatory writings do not adopt the issue of school diversity as it is represented today in schools. In addition, various research on the international scale underlines that immigrant students are likely to fail or obtain poor academic results compared to non-immigrant youth (Kamanzi et al., 2016). Thus, more than ever, the school administration must exercise its leadership to support good collaboration between school and social actors. It is about staying focused on the educational success of all students. The magnitude of this reality requires collaboration on the school, immigrant families and the community. The general objective of this thesis is to analyze the practices of school-immigrant families-community (ÉFCI) collaboration. Three specific purposes form this general objective, subject to three publications. - The first specific objective consists of identifying and describing the collaborative practices that the members of the community organization Centre Multiethnique de Québec (CMQ) put in place to promote the integration of immigrant families and academic and educational success of their children. This goal is the subject of a book chapter published in Immigration et Nouvelles vies at Presses de l'Université Laval. Two concepts support this qualitative study, support and leadership. We realized a document study to carry out this research. These are 13 documents published by the said center, spread out between 2015 and 2018. The analysis of these documents made it possible to identify the presence of practices linked to the individual and collective support of newly arrived families and their children. In addition, it turned out that the CMQ never stops making efforts to meet their expectations and give them a feeling of confidence and security (training, funding, new services, etc.). - The second specific objective is to identify and analyze ÉFIC collaboration practices and the types of links of this collaboration to promote immigrant students' academic and educational success. The conceptual framework of this qualitative study is the approach of the bioecological model of Bronfenbrenner (1979) and the six dimensions of the shared influence approach of Epstein (2001). The analyzed corpus, drawn from semi structured interviews with school stakeholders (n = 11), community members (n = 10) and immigrant families (n = 6), identified two essential dimensions to be considered the leadership and the childishness. This word indicates the need to consider the immigrant student's experience and needs in the dimension of collaboration. On the one hand, our analyses highlight specific practices, such as communication between all stakeholders. But, on the other hand, the absence of other practices such as the decision-making of immigrant families. Therefore, our results support the need for more resources and investments from all levels, especially the government. - The third specific objective aims to compare the EFIC collaboration practices according to the school and social actors who answered a questionnaire (12 school actors, 24 community members and 19 immigrant families). This goal is the subject of an article published by the Canadian Journal of Educational Administration and Policy. The six dimensions of Epstein's (2001) shared influence model form the theoretical framework for this quantitative study. At the end of this research, on the one hand, the analyzes of Kruskall Wallis showed a significant difference between the three groups of actors in terms of decision-making and learning practices at home. However, on the other hand, correlation analyzes have shown that 1) the number of years of experience of school actors in school is positively correlated with the variables communication, volunteering, parenthood and decision-making and that 2) the level class of the young is positively correlated with the parenthood variable. Finally, a practical booklet, named École-familles immigrantes-communauté : outils de collaboration en 42 pratiques et 255 actions clés, published by the Presses de l'Université Laval, is written to make the EFIC collaborative practices available. The writings and testimonies of various educational and social actors through the semi structured interviews conducted in this thesis (sample of article 2) are the basis of its production. First, the booklet exposes, among other things, some myths of the ÉFIC collaboration, its levers and brakes, and various means of communication, making it possible to facilitate the exchange between the actors. Second, the booklet suggests 44 effective practices and 255 actions intended for each of the actors concerned: school actors, the immigrant family, and community members.
... We borrowed from Nettles' (1989Nettles' ( , 1991 and Delgado-Gaitan's (1990) work to frame our data analysis and documentation of the growth and change observed in the parents at Carr School. Their framework for conceptualizing community involvement includes three change processes: (a) mobilization, (b) instruction, and (c) allocation of resources. ...
Parent involvement is touted as an important ingredient in education reform programs aimed at improving educational and social outcomes for children. Yet such involvement encompasses a wide variety of activities and goals, making it difficult to substantiate the claim that parent involvement programs contribute to the educational success of children (White, Taylor, & Moss, 1992). Particularly for low income and minority families, involving parents has been narrowly viewed as a way to help them develop a knowledge base or set of skills to assist with their children's academic and social success in school (Comer, 1984, 1988). A review of the literature shows that parents are most often used as "supplemental intervenors" for their children (White, Taylor, & Moss, 1992, p. 118), with parent education activities designed to train parents to be supplemental teachers at home. Implicit in the "parents as intevenors" model is the assumption that parents are not doing what they are supposed to in order to help schools educate students (Chapman, 1991; Delgado-Gaitan, 1990, 1991; Solomon, 1991). Regrettably, the sociocultural contexts in which parent education activities are presented are often overlooked (Heath, 1983; Delgado-Gaitan, 1992), as is the view of parents as knowers or as resources in the schools and communities. Davies (1991) asserts that "a new definition of parent involvement is needed that is not limited to traditional parent activities in the school building. In addition, families must be viewed not as deficient, but as sources of strength" (p. 379). In what follows, we present work from a pilot parent-involvement effort aimed at building a community of learners that involved parents as teachers and learners. We draw on Vélez-Ibáñez' (1988) and Moll's (1992) formulations of how socially constructed "funds of knowledge" can be used to mediate thinking and highlight how the skills and knowledge that parents possess can provide a rich foundation for involving them in educational change and improvement. Funds of knowledge are defined as "the essential cultural practices, bodies of knowledge, and information that households use to survive, to get ahead, or to thrive" (Moll, 1992, p. 21). From a community-of-learners perspective, these funds of knowledge represent a potential social and intellectual resource for schools and the community. Through the creation and encouragement of social support networks, schools can be invaluable partners in helping parents see their skills and experiences as assets. Moreover, parental funds of knowledge can be used to teach others valuable skills, practices, and ways to access community resources.
This article reviews the literature on the various dimensions of culture to discuss the implications for student learning and the development of culturally responsive assessments. Using data from the National Education Longitudinal Study of 1988 (NELS:88), the author examines the cultural context in which students live as a basis for understanding the effects of contextual influences (such as home, school, and community) and culturally relevant strategies on academic achievement by racial/ethnic groups. Overall, the analysis is useful not only for explaining the role of culture in teaching and learning but also for revealing its importance in the development of culturally responsive assessment instruments. Recommendations for future studies with a within-group and cross-cultural research design are proposed.
This research examines the impact of gender on the association between sport participation and students' educational opportunities and outcomes by comparing African American male and female eighth graders, including student background and school demographic and organization characteristics. Unlike previous studies it also investigates the link between interscholastic and intramural athletic participation and “academic resilience” for African American eight-grade females and males using educational plans, peer status, and academic investments as indicators of academic attachment. Data for these analyses are drawn from the base year of the National Education Longitudinal Study of 1988 (NELS, 99) conducted by the U.S. Department of Education's National Center for Education Statistics. These data offer evidence that athletic participation can and often does have a positive impact on student motivation and engagement, and that these positive benefits accrue to both male and female athletes.
The fear of real and imaginary calamity is a detrimental strain on the emotional adjustment of America's urban youth. This study investigated the relationship of African American adolescent perceptions of calamity fears, kinship social support, and neighborhood social capital to various aspects of depression. Findings indicate that adolescents from urban neighborhoods, where they felt safe and were fearful of potential calamity, showed lower levels of global depressive symptoms. Some interesting gender differences were noted, with adolescent girls from high-risk neighborhoods benefiting the mostfrom high levels of neighborhood social capital and high levels of calamity fear Implications for integrating ecological factors into violence prevention and mental health promotion programs are discussed.
Many children, including the gifted, are at risk for underachievement, school failure, and otherwise not reaching their potential in school and in life. This is most often true of Black youth who face numerous social and cultural barriers to achievement. On the other hand, some youth do adapt to the many barriers to achievement and to the many stressors in their lives. This article explores the concept of resilience as it relates to gifted children, particularly gifted Black children. Also presented are recommendations for fostering resilience in these students and ensuring their success in school and life.
This review discusses the effects of community involvement on students who face multiple impediments to success in schools. The first part of the article conceptualizes community involvement as a typology of four processes of social change: conversion, mobilization, allocation of resources, and instruction. Illustrations of these processes are drawn from research and programmatic literature. The second part of the article considers the effects of the varied forms of involvement in a review of 13 evaluations of interventions implemented with significant input from community entities. Overall, the studies indicate that programs can have positive effects on school-related behavior and achievement as well as attitudes and risk-taking behavior. The concluding section identifies gaps in the research and offers a framework for future studies.
This article investigates journal writings with gifted male adolescents focusing on letters to themselves about plans for positive lifestyles. These students of a pull‐out gifted program dealt with a variety of issues: appearance, personality, organizational skills, interests, fulfilment of talent, family, and contribution to society. The journal writings, together with findings from interviews, a self esteem inventory and an open‐response questionnaire, are used to illustrate characteristics of the gifted students.
One hundred and eight eighth grade students completed self-report questionnaires about their perceptions of parental warmth, structure, and psychological autonomy granting (used to compute a measure of perceived parental authoritativeness) and three measures of social integration: their own connectedness to their communities and involvement in school- versus community-based extracurricular activities. Parents of these students participated in telephone interviews during which they reported on their own relationships with their children’s friends and friends’ parents, and their own involvement in community activities. Parental community involvement was associated with stronger feelings of community connectedness and higher levels of community involvement among boys and more involvement in school- and community-based extracurricular activities among girls. Perceived parental authoritativeness was associated with stronger feelings of community connectedness and higher levels of involvement in community activities among girls. Parents’ relationships with children’s peers and peers’ parents were associated with greater involvement in school-based extracurricular activities among girls.
The purpose of this study is to examine the degree towhich various kinds of out-of-school activitiesadolescents participate in influence their schoolengagement, achievement, and perceptions of their lifechances. The conceptual framework outlined by theauthors suggests personal investments students makeoutside of school in meaningful, structured activitiesand with the help and guidance of adults serving asrole models have significant effects on variouseducational outcomes. To that end, the authors foundsome evidence suggesting that student participation instructured activities and religious activities andtime spent interacting with adults during tenth gradeappear to have positive and significant effects onvarious educational outcomes by Grade 12. Conversely,time spent hanging out with peers was consistentlynegatively associated with educational outcomes in thestudy, with few exceptions. The effects of time spentworking for pay and time spent alone were somewhatinconsistent throughout the analysis but this may bedue to methodological problems within the measures. The result of the analysis has implications forafter-school and summer school policies and programs. The authors discuss these implications and suggestfurther study of the effects of school context, familyinfluence, and the availability of community resourceson students'' personal investments.
rsonal investments.
Research on human resiliency in the face of adversity has gained widespread currency in the study of the developmental outcomes for children exposed to multiple risk factors. This article reviews several of these studies from a multilevel perspective, with a view to documenting their contributions and limitations and what needs to be done in the future.
This article presents a basic overview of the literature on the educational, career, and psychological development of black female adolescents. Adolescence is defined primarily in terms of individuals' attempts to deal effectively with life developmental tasks. As such, adolescence is viewed as that broad period covering the ages of 12 to 21. Emphasis is placed, however, on the early and mid-stages of adolescent development. Comparisons and contrasts are made regarding the development of black female, black male, white male, and white female adolescents.