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Intelligence, Learning, and Schools
The World of School
School becomes a very important component of children’s lives during middle childhood and one way to understand children is to look at the world of school. We have discussed educational policies that impact the curriculum in schools above. Now let’s focus on the school experience from the standpoint of the student, the teacher and parent relationship, and the cultural messages or hidden curriculum taught in school in the United States.
Parental Involvement in School
Parents vary in their level of involvement with their children’s schools. Teachers often complain that they have difficulty getting parents to participate in their child’s education and devise a variety of techniques to keep parents in touch with daily and overall progress. For example, parents may be required to sign a behavior chart each evening to be returned to school or may be given information about the school’s events through websites and newsletters. There are other factors that need to be considered when looking at parental involvement. To explore these, first ask yourself if all parents who enter the school with concerns about their child be received in the same way? If not, what would make a teacher or principal more likely to consider the parent’s concerns? What would make this less likely?
Lareau and Horvat (2004) found that teachers seek a particular type of involvement from particular types of parents.
While teachers thought they were open and neutral in their responses to parental involvement, in reality teachers were most receptive to support, praise and agreement coming from parents who were most similar in race and social class with the teachers. Parents who criticized the school or its policies were less likely to be given voice. Parents who have higher levels of income, occupational status, and other qualities favored in society have family capital. This is a form of power that can be used to improve a child’s education. Parents who do not have these qualities may find it more difficult to be effectively involved. Lareau and Horvat (2004) offer three cases of African-American parents who were each concerned about discrimination in the schools. Despite evidence that such discrimination existed, their children’s white, middle-class teachers were reluctant to address the situation directly. Note the variation in approaches and outcomes for these three families:
The Irvings
A middle class, African-American couple was concerned that the school was discriminating against black students. They fought against it without using direct confrontation by staying actively involved in their daughter’s schooling and making frequent visits to the school to make sure that discrimination would not occur. They also talked with other African-American teachers and parents about their concerns.
The Masons
A working class, African-American couple, a minister and a beautician, voiced direct complaints about discrimination in the sc