47
ents and their expectations of the schools emerged from some of the interviews.
This section describes the similarities and the differences among the parents we
interviewed and the schools we visited.
Home Environment and Parental Involvement in
Schooling
The mothers and fathers we interviewed represented
some of the most involved
and concerned parents in each of the schools. Although we did not interview par-
ents who were unwilling to take the time to meet with us, we gained insight into
the lives of parents who had less time or little interest in the activities of the
schools.
One of the mothers we interviewed at Parks Elementary was among the 10 to 15
engaged parents who sit on the local school council and other school committees.
Other parents participated directly in-school activities as classroom and security
aides. Mrs. P., who has a high school education and was a housewife,
admitted
that the academics at Parks were ‘‘not the best in the world.’’ She said she be-
lieved that every child can learn, ‘‘the school just needs different teaching tools
and techniques.’’ An example of the difficulties faced at this school is the fact that
many of the parents of students at Parks Elementary do not speak English. The
principal said that it was not unusual for students in these families to miss school
so that they could accompany their parents to an appointment and function as
the interpreter. However, the teachers at Parks also
noted that most of the chil-
dren of immigrants lived in the most stable home situations and their parents held
high expectations for their education and encouraged them to complete their
homework.
The principal at Midtown Elementary School placed parents into three categories:
(a) those for whom school was a baby-sitting service, (b) those who showed an
active interest in the work and life of the school, and (c) those who wanted their
children to do well and
who wanted a safe environment, but were not involved.
The principal went on to give examples of students who were not well cared for
at home and said ‘‘We demand a lot more—that the kid is fed, has supplies, gets
to school on time, has a good night’s sleep, and has had his assignments
checked.’’ He estimated that for a quarter of the students at Midtown these basic
needs have not always been met.
Two
mothers interviewed at Midtown, both housewives with a high school edu-
cation, expressed the hope that their children would someday attend college.
While both parents said that they wanted the best education for their children,
48
they said that what was most important was for them to be happy and to do their
best.
Parents at Rockefeller expected a lot from the school, but also provided a great
deal of support by volunteering their time to coordinate science fairs,
lead book
groups, assist in classrooms, and help in many other school activities. The parents
at Rockefeller stressed how vital it was for parents to be involved in their chil-
dren’s education. The family math workshop, taught at the school by a parent vol-
unteer, was just one example of the level of involvement of parents in the com-
munity and the level of volunteer resources that
the school was able to draw
upon to assist children in their learning. Sixty parents had recently received train-
ing at the family math workshop.
One particular story was indicative of the value that parents in the community
expressed towards a good school environment for their children. A mother, who
herself had a master’s degree in Business Administration, said that she and her
husband had looked all over the metropolitan area for a progressive school system
which took account of
individual styles of learning, a favorable student/faculty
ratio, and a willingness to deal with different levels of ability within the classroom.
They had considered private schools in their search and had eventually chosen
to relocate to the neighborhood of Rockefeller Elementary School, because it most
effectively represented what they were seeking in a school.
Do'stlaringiz bilan baham: 
