Publication: Participación de las familias de alumnado con apoyos y atenciones diferentes: un estudio en un contexto multicultural
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Date
2021
Authors
Carmona Sáez, Patricia ; Parra Martínez, Joaquín ; Gomariz Vicente, María Ángeles
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.386551
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info:eu-repo/semantics/article
Description
Abstract
Familia y escuela colaborando en la educación del alumnado es un deseo y un derecho reconocido por la comunidad educativa. Se aborda, en un contexto multicultural en el sureste español, centrando la mirada de las familias cuyos hijos de Educación Infantil, Primaria y Secundaria Obligatoria reciben apoyo o atención diferentes. Busca conocer su implicación en la educación de los hijos y si existen diferencias respecto a la implicación de familias cuando sus hijos reciben, o no, apoyo o atención diferentes y en función de variables sociodemográficas. Han participado 3639 familias, se aplicó un cuestionario de elevada fiabilidad, con siete dimensiones de la participación. Las familias cuyos descendientes reciben apoyo o atención diferentes, atendiendo al modelo teórico que se defiende, se comunican más frecuentemente con los centros, muestran un elevado sentimiento de pertenencia, y valoran su participación formal en la escuela a través de órganos colegiados de manera más intensa.
The collaboration of schools and families in students’ education is both the wish and a recognized right within the educational community. This paper looks at families of children in Preschool and Primary and Secondary Education with varying degrees of care and support, within a multicultural context in the South-East of Spain. It seeks to know their degree of involvement in the children’s education and whether this involvement changes with respect to their children’s differing levels of care and support across sociodemographic variables. 3639 families have participated in this study by completing a questionnaire of high reliability that reflects seven dimensions of the families’ aforementioned involvement. Families whose children receive different support or attention, according to our theoretical model, communicate more frequently with centers, show a high sense of belonging, and more intensely value their formal participation in schools through collegiate committees.
The collaboration of schools and families in students’ education is both the wish and a recognized right within the educational community. This paper looks at families of children in Preschool and Primary and Secondary Education with varying degrees of care and support, within a multicultural context in the South-East of Spain. It seeks to know their degree of involvement in the children’s education and whether this involvement changes with respect to their children’s differing levels of care and support across sociodemographic variables. 3639 families have participated in this study by completing a questionnaire of high reliability that reflects seven dimensions of the families’ aforementioned involvement. Families whose children receive different support or attention, according to our theoretical model, communicate more frequently with centers, show a high sense of belonging, and more intensely value their formal participation in schools through collegiate committees.
Citation
Revista de Investigación Educativa, RIE, 2021, V. 39, N. 1, pp. 49-69
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