Parents have a great obligation towards their children in education, they have the role of encouraging their children to work harder and achieve the best academic goals. Before a child is taken to school to pursue academic education, a child has to go through the family education. Family education is the kind of education that child acquire from their parents who act as their first teachers. Family education provides children with a fundamental basis of life values and norms that helps a child to interact and socialize with other members of the society (Cheung, 2009). Parents have a role of providing their children with cultural values and crucial guidelines of life. In most cases, Children follow their parents who act as their role model in their lives. They tend to learn most of the things from their parents through observation. Lack of proper parental guidelines may make a child to acquire wrong values that may have a negative impact in the child lives. Therefore, family education plays a fundamental role in determining the progress and success of a child life. This is because parents contribute significantly in providing their children with both spiritual and moral values that shapes the lives of their child. Additionally, parents tend to know their children better than any educator since they understand the strength and weakness of their children. Therefore, for a child to perform well in academic, parents must collaborate with educators. This because they can assist educators to know the strength and weakness of their children.
Factors that have contributed to increased collaboration between Parents and Educators
Research indicates that participation of parents in school contributes to a great academic success of their children. This has been enhanced through establishment of effective communication between parents and educators. Educators can communicate with parents through phone calls conversation whereby, educators may clarify issues about a child from the parents (McConaughy, 2007). This has enhanced effective collaboration between teachers and child families. Additionally, Creation of special retreats for students, parents and educators contribute to effective collaboration between the participants. This intern promotes a good relationship among the educators and parents hence, both parties free to talk with each other concerning the progress and success of a child. Inviting parents to schools and interacting with teachers promote effective collaboration among teachers and parents. Some schools had established family centers to promote collaboration between educators and parents whereby, parents interact with educators as they take a cup of tea together. This provides both the participants with an opportunity to discuss about the progress of a child (McConaughy, 2007). The above provide educators with an opportunity to know the best strategies to employ in order to improve the performance of a child. Some schools may organize special events such as gift giving day whereby, students who had performed exceptionally are awarded with gifts at the presence of their parents. During this day, parents and educators are given a chance to discuss the students’ performance and ways in which such performance may be improved. The school administration may establish a council committee that consists of 50% of parent represented in the council this will helps promotes collaboration between parents and educators. Additionally parents and educators are provided with an opportunity to table their finding and recommendations on how the academic performance of the children may be improved (McConaughy, 2007).
Impact of how dominant culture shapes school as well as historical point of view in contribution of culturally diverse groups
A dominant culture refers to the most influential culture which is widely spread and powerful within a particular social, political or cultural setting (Kincheloe & Horn, 2006). Dominant culture may be witnessed from both pupils within a classroom and even from teachers. Some teachers may tend to express their culture in a class where there are students from diverse cultural background such expression may dangerous and some time beneficial when applied diligently (Diller, 2011).The culture may shape the school in the sense that, it may contain values and believes that contribute positively towards development and success of the students. Educator who understand diverse cultural values help to create a connection between students from different cultural backgrounds. This help to promote integration between different cultures whereby, students and teachers accept and respect their cultural differences. A comprehensive understanding and recognition of uniqueness of different traditions and believes help integrate different cultures among the students and educators. This help to create a general acceptance of a dominant culture by both participants. Educators may create a learning environment through which students value each other. This may be achieved through integration whereby, Educators may give their own cultural experience to the students as students listen. On the other hand, educators may give students an opportunity to give their cultural stories as they listen. Additionally, educators may bring some cultural artifacts from their culture that students are not a ware of. This may help students to learn more about new value that may help them in their lives (Kincheloe & Horn, 2006).
Potential impact of difference in values languages and customs that can exist between homes and schools.
The differences in culture may influence the way of thinking among students in schools for example, Asians students perceive the world based on the relationship that exist between things while students in the United States see things in terms of different entities (Samovar, Porter, Richard& McDaniel, 2007). In order to bring integration between students from diverse cultural settings, educators should try to interconnect the cultural differences that exist among different students. Cultural differences in terms of values languages and customs have a potential influence in academic performance. The above may be substantiated by three theories. The Cultural deficit theory, expectation theory and cultural difference theory. According to cultural deficit theory, students who perform poorly in school is as a result of lack of adequate preparation from their natural homes. This means that, their home environment did not prepare them for the work they were to face in school. Expectancy theory holds that teachers anticipate low performance from students of a particular cultural background. On the other hand, cultural difference theory holds that students from different culture have different approach to education (Kozulin, 2003).
The family has a great role of providing a child with education which plays a significant role in child life. Additionally, communication and other factors as discussed above contribute to effective collaboration between parents and educators. It can also be observed that cultural dominance has a significant impact on cultural diversity in schools and homes.
Cheung, C.-K. (2009). Media education in Asia. Dordrecht: Springer.
Diller, J. V. (2011). Cultural diversity: A primer for the human services. Belmont, CA: Thomson Brooks/Cole.
Kincheloe, J. L., & Horn, R. A. (2006). The Praeger handbook of education and psychology. Westport, Conn: Praeger.
Kozulin, A. (2003). Vygotsky’s educational theory in cultural context. Cambridge [u.a.: Cambridge University Press.
McConaughy, S. H. (2007). Collaborating with parents for early school success: The achieving-behaving-caring program. New York: Guilford Press.
Samovar, L. A., Porter, Richard, A., & McDaniel, E. R. (2007). Communication between cultures. Belmont, CA: Wadsworth/Thomson Learning.