The education of families in situations of social inequality impact the educational success of their children
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Scientific Articles
García, C., L. Ruiz, and M. A. Comas. 2019. Formación de Familiares y Voluntariado. Los Beneficios de la Solidaridad en la Escuela. Multidisciplinary Journal of Educational Research, 9, (2): 144–168. https://doi.org/10.17583/remie.2019.4188
Flecha, R. y Soler, M. (2013). Convertir las dificultades en posibilidades: involucrar a las familias y estudiantes gitanos en la escuela a través del aprendizaje dialógico. Revista de Educación de Cambridge , 43 (4), 451–465. https://doi.org/10.1080/0305764X.2013.819068
López, M. A., & López, A. L. (2020). “The Role of Family Educational Involvement in Reducing Educational Inequalities: A Review of Recent Evidence.” Journal of Educational Research and Practice, 10(1), 45-63.
Explanation of the Post
The education and teaching of vulnerable families in situations of social inequality throughout life impact the educational success of their children.
International research has shown that children’s academic performance is not completely linked to the educational level of their families. However, in schools, we observe an improvement in this performance when families, especially those from non-academic and cultural minority backgrounds, also participate in educational processes. The inclusion of volunteering in learning communities, especially in schools from disadvantaged backgrounds, promotes family training that contributes to the improvement of learning and motivation not only of the families but also of the children.
In addition to their interactions with teachers, children are increasingly learning from their interactions with others, both in and out of school. These people include their family members. Teacher and family training are needed for these interactions to have a positive influence on children’s academic outcomes.
Other sources
Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., … & Williams, K. J. (2018). School, family, and community partnerships: Your handbook for action. Corwin Press.
Simó, A. A., Ollé, M. F., Carol, M. R. V., & Sánchez, E. D. (2004). Dialogar y transformar: Pedagogía crítica del siglo XXI (Vol. 2). Grao. – Páginas 107, 108 y 109.
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Completar evidencia científica con: Gómez-González, A., Tierno-García, J.M., & Girbés-Peco, S. (2022). “If they made it, why not me?” increasing educational expectations of Roma and Moroccan immigrant families in Spain through family education. Educational Review.https://doi.org/10.1080/00131911.2022.2121265