Publication: Participación familiar en la etapa de educación primaria
Authors
García Sanz, María Paz ; Hernández Prados, María de los Ángeles ; Parra Martínez, Joaquín ; Gomariz Vicente, María Ángeles
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Publisher
Instituto de Investigaciones sobre la Universidad y la Investigación
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DOI
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Description
Abstract
Acercarnos a la participación de las familias en los contextos escolares des- de planteamientos dicotómicos resulta un posicionamiento reduccionista. Hablar exclusivamente de familia participativa versus no participativa supo- ne negar la diversidad de formas de relación que se desprenden del compro- miso de actuación total o parcial que la familia adquiere entre las diferentes alternativas que le ofrece la institución escolar. Con la intención de conocer los distintos perfiles de participación familiar en el proceso educativo del alumnado de educación primaria en España, se realizó una investigación cuantitativa no experimental de carácter nacional, en la que se aplicó un cuestionario a 5 mil 627 familias. El análisis de conglomerados realizado muestra la configuración de cuatro perfiles de participación familiar, los cuales, en orden descendente, han sido denominados: perfil participativo no normativo, perfil participativo normativo, perfil no participativo con senti- miento de pertenencia y perfil no participativo.
To approach the involvement of families in school settings from dichotomous perspectives is a reductionist position. To speak exclusively of participative versus non-participative families implicitly denies the diversity of forms of relationships which derive from the commitment to total or partial involve- ment a family acquires among the different alternatives the scholastic insti- tution offers. With the aim of identifying different profiles of family involve- ment in the educational process of elementary school students in Spain, we conducted a nationwide, non-experimental, quantitative investigation in which a questionnaire was applied to 5, 627 families. Cluster analysis shows the configuration of four profiles of family involvement, which, in descend- ing order, have been named: non-normative participative profile, normative participative profile, non-participative profile with sense of belonging, and non-participative profile.
To approach the involvement of families in school settings from dichotomous perspectives is a reductionist position. To speak exclusively of participative versus non-participative families implicitly denies the diversity of forms of relationships which derive from the commitment to total or partial involve- ment a family acquires among the different alternatives the scholastic insti- tution offers. With the aim of identifying different profiles of family involve- ment in the educational process of elementary school students in Spain, we conducted a nationwide, non-experimental, quantitative investigation in which a questionnaire was applied to 5, 627 families. Cluster analysis shows the configuration of four profiles of family involvement, which, in descend- ing order, have been named: non-normative participative profile, normative participative profile, non-participative profile with sense of belonging, and non-participative profile.
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Citation
Perfiles Educativos, vol. XXXVIII, n. 154, pp. 97-117
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