Teacher Relationships with Culturally Diverse Parents

Write a 3 page summary about the attached article. Note-the writing should follow the APA writing manual.

Please make sure you use the attached article only

Developing Collaborative Parent—Teacher Relationships with Culturally Diverse Parents How to develop effective strategies in promoting collaborative home-school partnerships with parents from culturally diverse backgrounds By Deborah L. Voltz T he interdependent relationship between the school and the home in the education process underscores the importance of developing effective partnerships with parents. Parents play a critical role in laying the foundation for school learning, as well as in maintaining a nurturing home environment in which it can flourish. As Marion (1979, p. 1) has noted, “Historically and legally, the function of education in this country has been vested in state educational agencies and chiefly delegated to local school districts; but in reality, the family is the primary educator.” Consequently, when school personnel and parents fail to work together as a team, the effectiveness of the educational program is compromised (Diggs, 1974). Attention to the task of developing effective parent-teacher partnerships is particularly critical* when working with high-risk populations facing special challenges—as is true in the case of students with disabilities who have 288 INTERVENTION IN SCHOOL A N D CLINIC culturally diverse backgrounds. Parents of these students must encounter not only the everyday stresses of parenting, but also must manage stresses associated with having a child with a disability, compounded by the stresses associated with being culturally different in a society that often views such differences as “deviant, difficult, inferior, or wrong” (Brantlinger & Guskin, 1985, p. 1). Because these parents face many unique challenges, educators seeking to develop collaborative relationships with them are likewise challenged. stifling practice is the use of a “menudriven” approach that attempts to force parents into predetermined roles, the shape of which they have little or no control in determining. As Marion described, “The parent of the handicapped child generally has been expected to fulfill two roles in the educational planning process: (1) loyal supporter of the educational system, and (2) a recipient of reports concerning the child” (1979, p. 1). In some cases, a prescribed set of behaviors is offered to parents as the way to interact with school personnel. In other cases, parents are provided some options, but these options are often determined by school personnel without input from parents. In this case, school professionals are dictating unilaterally the nature of the relationship between themselves and parents. If parents feel uncomfortable with the school’s conceptualization of parent involvement, they may be inclined to abstain from any of the “menu items” made available by school personnel. Counterproductive Practices Despite the fact that parent involvement has been regarded as an integral part of planning and implementing special education services, as is mandated by P.L. 94-142, the Education for All Handicapped Children Act of 1975, several counterproductive practices hinder parent participation. One such VOLUME 29 Downloaded from isc.sagepub.com at PENNSYLVANIA STATE UNIV on May 10, 2016 NUMBER 5 MAY 1994 (PP. 288-291) A second counterproductive practice in which school personnel sometimes engage is the “tracking” of parents. This occurs when school officials decide, either consciously or subconsciously, that certain groups of parents are usually “concerned parents” (the “redbirds”) who want to be involved in the education of their children, whereas other groups of parents are usually “unconcerned parents” (the “buzzards”) who do not care to be involved in the education of their children. Based on these preconceived notions, educators may interact with the redbirds in ways that are qualitatively and quantitatively different from their interactions with the buzzards. For example, greater effort may be exerted to involve the redbirds, who are assumed to be concerned, than is exerted to involve the buzzards, who are assumed not to care. Likewise, the contributions, suggestions, and criticisms of the redbirds may be more highly valued and taken more seriously than those of the buzzards. Consequently, some of the variance in the response of the redbirds and the buzzards to the school may be due, in part, to differences in the nature of the school’s interactions with them from the outset. Teacher expectations can affect parent-teacher interactions in the same way that teacher expectations can affect studentteacher interactions (Baruth & Manning, 1992). A third problematic area in promoting effective partnerships with parents from culturally diverse backgrounds is the lack of sensitivity to cultural differences. In many cases, this is the result of limited exposure to individuals whose cultural backgrounds vary from that of the dominant culture. In these instances, the problem is lack of knowledge or experience and not necessarily an unwillingness to change. In other cases, however, lack of sensitivity results from a reluctance to accommodate cultural differences, even though these differences are recognized. This reflects an extension of the “fit in or get out” mentality, which develops from a low tolerance for diversity. If the cultural differences of parents are not taken into account, however (regardless of the reason), the outlook for developing optimal partnerships with parents who are culturally diverse is grim (Baruth & Manning, 1992). Other Barriers Beyond the factors in direct control of individual educators are other factors not as easily manipulated but that can nevertheless adversely affect interactions with parents. For example, parents themselves may harbor preconceived notions about schools and school personnel that are barriers to the development of successful homeschool ties. This may occur for several reasons. If the parents of students with learning handicaps experienced school difficulties themselves, their attitudes toward their children’s schools may be influenced by negative past experiences (Olion, 1988). Additionally, parents of culturally diverse students may experience feelings of distrust for school personnel because they see schools as mere extensions of a culture that they find oppressive and from which they feel alienated. The overinclusion of culturally diverse learners in certain categories of exceptionality serves to exacerbate these feelings. As Marion stated, “The greatest reaction expressed by parents of culturally diverse handicapped children has been one of anger and dismay at the policy of overinclusion of their children in classes for the mentally retarded and emotionally disturbed” (1980, p. 617). Other socioeconomic realities over which educators have minimal control can negatively impact the development of partnerships with parents of culturally diverse exceptional learners. The fact that people from culturally diverse backgrounds are disproportion- ately represented among our nation’s poor is a factor that can predispose these parents to expend a greater proportion of their time, energy, and efforts in meeting basic survival needs than is the case for the average parent of the dominant culture. For example, it has been estimated that one third of African Americans live below the poverty line, in comparison to one tenth of whites (Williams, 1992). Parents who find themselves economically challenged and struggling for survival may not have as much time and energy to devote to home-school relationships as would be desired, or, perhaps, expected (Kroth, 1985). Helpful Strategies Despite the special challenges associated with building partnerships with parents of students with disabilities from culturally diverse backgrounds, such partnerships can successfully be developed. A number of strategies have been found useful as a means to this end. Developing an Atmosphere of Trust and Respect. Among the most important first steps in developing collaborative partnerships is that of building an atmosphere of trust and respect, which is requisite to establishing the VOLUME 29 Downloaded from isc.sagepub.com at PENNSYLVANIA STATE UNIV on May 10, 2016 NUMBER 5 MAY 1994 289 1. Avoid the menu-driven approach to parent involvement. Such an approach may alienate some parents and reduce the likelihood of their participation in parent-teacher interactions. It may be necessary in some instances for parents and teachers to work together to redefine parent involvement in order to establish roles that are deemed feasible and productive for both parties. Shea and Bauer (1993) recommended a model of parent-teacher collaboration involving five phases: equal relationship most conducive to effective collaboration (Shea & Bauer, 1993). A number of ways to develop an atmosphere of trust and respect have been suggested: 1. Use titles, such as Mr., Ms., or Mrs., when addressing the parent, unless prompted by the parent not to do so (Baruth & Manning, 1992; Marion, 1979). Although the use of first names in some cultures may be viewed as a means of establishing a collegial, friendly relationship, in other cultures, it is viewed as disrespectful or forward. 2. Use a tone of voice that expresses courtesy and respect (Baruth & Manning, 1992; Marion, 1979). A respectful, polite tone can help to establish a positive climate. A condescending tone or air of insincerity can end a potentially effective relationship before it has a chance to begin. 3. Use language that the parent can understand but avoid being condescending (Baruth & Manning, 1992; Marion, 1979). Technical terms, or “educationese,” should be avoided because this may present communication barriers and exacerbate parental feelings of alienation. 4. Listen to parents. Be mindful that there is at least as much opportunity for you to learn something helpful from parents as there is opportunity for them to learn something helpful from you. Make sure that you convey the message to parents that their input is considered valuable (Olion, 1988). 5. Respond to parents. Give parents straight answers to their questions. Act on their suggestions, when possible. Don’t ignore or dodge tough issues (Olion, 1988). 6. Treat parents as individuals. Resist the stereotyping of parents based on race, ethnicity, socioeconomic status, or any other characteristic. Recognize the diversity that occurs within cultural groups, as well as that which occurs between them (Cushner, McClelland, & Safford, 1992). Making Parent-Teacher Relationships Truly Collaborative. A second cluster of helpful strategies involves redefining parent involvement and focuses on developing collaborative relationships with parents. Friend and Cook (1992, p. 5) defined interpersonal collaboration as “a style for direct interaction between at least two coequal parties voluntarily engaged in shared decision making as they work toward a common goal.” This implies that parity must exist among members of the collaborative team. Presently, this parity is not characteristic of most parentteacher interactions (Johnson Si Pugach, 1992). The strategies listed below have been found effective in establishing collaborative relationships with parents: • Intake and assessment. This phase involves having conferences or communicating with parents in order to establish positive interpersonal relationships and ascertain parents’ needs, desires, and interests in regard to the education of their children. • Selection of goals and objectives. This phase involves the joint determination of specific goals and objectives that will be the desired outcomes of the collaborative parent-teacher relationship and that address the needs determined in the previous phase. • Activities planning and implementation. This phase involves identifying the activities that will be used to accomplish the previously identified goals and objectives. These activities define the nature of parent-teacher collaboration on an individual basis. • Activities evaluation. As a part of the collaborative process, parents and teachers jointly evaluate the effectiveness and efficiency of the planned activities. • Review. During this phase, the entire collaborative plan is reviewed and modified as needed. This should occur at least once a year. This five-phase model of parentteacher collaboration entails a more individualized conceptualization of parental involvement, thus providing an alternative to the more commonly used menu-driven approaches. 2. Make special efforts to establish rapport. Parents in general, and culturally diverse parents in particular, may be intimidated by school personnel or by the institutional structure of the school (Baruth Si Manning, 1992). Consequently, efforts should be made to reduce the impact of any parental anxieties associated with interaction with school personnel. One helpful means of accomplishing this goal is to begin interactions with parents in a positive, 290 INTERVENTION IN SCHOOL AND CLINIC Downloaded from isc.sagepub.com at PENNSYLVANIA STATE UNIV on May 10, 2016 nonthreatening manner. Additionally, parents may feel more comfortable in familiar surroundings (e.g., their home) rather than in the “strange and sterile school environment” (Baruth & Manning, 1992, p. 269). 3. Avoid crisis-driven parent-teacher relationships. If interaction with parents occurs only when school crises do, parents may become defensive and resentful (Olion, 1988). Crisis-driven interaction does not facilitate the development of true partnerships, as it includes parents only when the school situation is deemed unmanageable by the educators involved. True collaboration is an ongoing process. Being Culturally Sensitive. A final cluster of strategies relate to the issue of cultural sensitivity, which is requisite to the development of effective relationships with parents from culturally diverse backgrounds (Bailey & Winton, 1990; Shea & Bauer, 1993). Smith (1993, p. 115) described cultural sensitivity as “accepting the other person’s beliefs and values and showing understanding and respect. If you are culturally sensitive, you genuinely feel you can try to support or help without imposing your own agenda for change.” As stated by Hilliard (1980, p. 588), “Respecting cultural diversity is not a benevolent act but a prerequisite for science and valid professional practice.” The following factors should be considered in fostering cultural sensitivity: 1. Recognize cultural differences. School personnel should become familiar with the cultural patterns of the students and families with whom they work in order to be responsive to ways these cultural patterns may affect the parent-teacher relationship (Shea & Bauer, 1993). First-hand contact obtained through involvement in cultural and social activities in the student’s community or obtained from home visits has been suggested as an effective means of raising cultural awareness. Reading relevant professional literature, taking classes, and attending conferences also have been recommended (Baruth & Manning, 1992). 2. Consider variance in family constellations. Extended families may play a significant role in the education and socialization of children from culturally diverse backgrounds. Consequently, seeking only parent involvement, as it is usually conceptualized, may lead to the exclusion of persons who would be helpful resources in building effective home-school ties (Bailey & Winton, 1990; Baruth & Manning, 1992). 3. Be sensitive to variance in attitudes toward disability. Some cultures may view the presence of a disability as ordained by fate and not necessarily something to be “ameliorated.” Other cultures may seem to accept the disability without apparent concern, particularly if the disability is one that manifests itself primarily in the school environment. Parents’ attitudes toward disability will affect the way they interact with school professionals regarding the disability as well as the extent to which they desire and accept intervention from school professionals (Smith, 1993). D e b o r a h L. V o l t z , EdD, is currently an assistant professor in the Exceptional Education Department at the University of Wisconsin-Milwaukee. Address: Deborah L. Voltz, University of WisconsinMilwaukee, Department of Exceptional Education, PO Box 413, Milwaukee, Wl 53201. References Bailey, D. B., & Winton, P. J. (1990). Families of exceptional children. In N. G. Haring & L. McCormick (Eds.), Exceptional children and youth (pp. 491-514). Columbus, OH: Merrill. Baruth, L. G., & Manning, M. L (1992). Multicultural education of children and adolescents. Boston: Allyn & Bacon. Brantlinger, E. A., &Guskin, S. L. (1985). Implications of social and cultural differences for special education with specific recommendations. Focus on Exceptional Children, 75(1), 1-12. Cushner, K., McClelland, A., & Safford, P. (1992). Human diversity in education. New York: McGraw-Hill. “This five-phase model of parent-teacher collaboration entails a more individualized conceptualization of parental involvement, thus providing an alternative to the more commonly used menu-driven approaches/’ 4. Respect variance in childrearing practices. Families vary greatly in regard to how they socialize their children. Behaviors that are considered appropriate or inappropriate vary from family to family and can be largely influenced by cultural background. These variances must be considered and respected when working with parents. Summary The development of effective collaborative relationships with parents is integral to the task of planning and delivering appropriate educational services for all students—including those with disabilities from culturally diverse backgrounds. Because this population faces many unique challenges, the educators who serve these students must be prepared to rise to the challenge of implementing effective strategies in promoting collaborative homeschool partnerships. S Diggs, R. W. (1974). Education across cultures. Exceptional Children, 40, 578-584. Friend, M., & Cook, L. (1992). Interactions: Collaboration skills for school professionals. White Plains, NY: Longman. Hilliard, A. G. (1980). Cultural diversity and special education. Exceptional Children, 46, 584-589. Johnson, L. J., & Pugach, M. C. (1992). Continuing the dialogue: Embracing a more expansive understanding of collaborative relationships. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (pp. 213-222). Boston: Allyn & Bacon. Kroth, R. L. (1985). Communicating with parents of exceptional children. Denver: Love. Marion, R. L. (1979). Minority parent involvement in the IEP process: A systematic model approach. Focus on Exceptional Children, 10(B), 1-15. Marion, R. L. (1980). Communicating with parents of culturally diverse exceptional children. Exceptional Children, 46, 616-623. Olion, L. (1988). Enhancing the involvement of Black parents of adolescents with handicaps. In A. A. Ortiz & B. A. Ramirez (Eds.), Schools and the culturally diverse exceptional student: Promising practices and future directions (pp. 96-103). Reston, VA: Council for Exceptional Children. Shea, T. M., & Bauer, A. M. (1993). Parents and teachers of children with exceptionalities. Boston: Allyn & Bacon. Smith, C. (1993). Cultural sensitivity in working with children and families. In J. L. Paul & R. J. Simeonsson (Eds.), Children with special needs: Family, culture, and society (pp. 113-121). Fort Worth, TX: Harcourt Brace Jovanovich. Williams, B. F. (1992). Changing demographics: Challenges for educators. Intervention in School and Clinic, 27, 157-163. VOLUME 29 Downloaded from isc.sagepub.com at PENNSYLVANIA STATE UNIV on May 10, 2016 NUMBER 5 MAY 1994 291 …