printForms of Parental Participation in Education in Different Types of Schools
Goshin M.E.
Cand. Sci. (Chem.), Research Fellow, National Research University Higher School of Economics, Moscow, Russia. m.goshin@mail.ru
Pinskaya M.A.
Cand. Sci. (Pedag.), Leading Research Fellow, Centre for Socioeconomic Aspects of Schooling, Institute of Education, National Research University «Higher School of Economics», Moscow, Russia. m-pinskaya@yandex.ru
Grigoryev D.S.
Cand. Sci. (Psychol.), Research Fellow, National Research University Higher School of Economics, Moscow, Russia. dgrigoryev@hse.ru
The article was prepared within the framework of the HSE University Basic Research Program.
Goshin M.E., Pinskaya M.A., Grigoryev D.S. Forms of Parental Participation in Education in Different Types of Schools. Sotsiologicheskie issledovaniya [Sociological Studies]. 2021. No 5. P. 70-83
This study focuses on parental strategies and practices in different types of schools. Special attention is paid to schools operating in adverse socio-economic conditions, which are capable of performing well. The data source is a survey of 3,887 parents whose children attend general educational institutions. The analysis of the school’s socio-economic conditions level was based on a survey of 1,236 principals. The authors applied a latent class analysis to the classification of parents by their involvement in the school life and education process of their children. There are three parental involvement types, namely “Guardians”, “Supervisors”, and “Invisibles”. The defined types of parental involvement in education and specific types of parental activities were juxtaposed with four groups of schools, such as unsuccessful, resilient, failing, and effective schools. The ratio of each category depends on the stage of the educational process, i.e. the age of a child, and at the same time is related to parents’ level of education. The “Guardians” category predominates in schools operating in challenging educational environments. A extra analysis of specific parental actions in different types of schools showed that those parents, whose children attend resilient schools, are characterized by a strategic orientation, manifesting in a utmost focus on the educational achievements of their children. Strategic orientation of parents, interested in their children’s education and their educational results, is one of the most important factors determining the success of schools operating in challenging educational environments. The school’s educational policy influences the choice of parental strategy. At the same time, parental participation contributes to improving the school climate and establishing communication between the family and school. These results are useful for schools and educational administrators because focusing on academic achievements helps parents support their children in this situation.
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