The International Observatory on Academic Achievement - Documentary search

File number :
CS-CEFC-24e

Bibliographic reference :
Claes, M., & Comeau, J. (1996). L’école et la famille : deux mondes? Lien social et Politiques – RIAC, 35, 75-85.

Abstract :

This article presents a synthesis of studies dealing with school-family cooperation with Quebec (Canada) as the background context. To date, three main perspectives have fuelled research work: (1) the study of the school-family relationship, focusing primarily on family characteristics fostering academic achievement; (2) the study of parents’ perceptions of school and, conversely, teachers’ perceptions of parents; and (3) the study of the school-parent partnership, which started to emerge in the 1970s with the increasingly active place of parents within schools.

Family Characteristics Influencing Academic Achievement
Socio-demographic factors (e.g., socio-economic status, family structure, ethnicity) have an effect on the academic achievement and social adjustment of youths.

Often determined by socio-demographic factors, parental values (e.g., importance given to studying, aspirations) also play an important role in academic achievement. As an example, parents with high educational aspirations positively influence their children’s achievement. Other parental characteristics have also been identified as having an effect on academic achievement (e.g., level of involvement in parenting, mental health).

Parenting models are basically determined by two dimensions: affection and control. Based on these dimensions, different parenting styles and models have been highlighted: (1) authoritarian (strong control – little affection); (2) indulgent (limited control – great affection); (3) negligent/uninvolved (limited control – little affection); (4) authoritative (strong control – great affection). The latter is recognized as the model that best fosters academic achievement and social adjustment.

Parenting practices, particularly parent-child interactions regarding school, can also have positive effects on academic performance. A few models providing a better understanding of this interplay are presented in the article.

These four groups of factors are interrelated (causal links). Parenting practices and models would seem to have more determining influence on academic achievement than family structure and socio-economic level.

Family, Teachers and School
Studies have shown that parent-teacher relationships are often marked by mutual misunderstandings and problems of communication.

On the one hand, teachers believe that parents offload their responsibilities, all the while wishing that parents do not interfere with their work. However, an increasing number of teachers believe in the benefits of partnership with parents.  

On the other hand, students have reported that parents are greatly engaged in their children’s schooling (e.g., helping with homework) and believe in the benefits of their involvement. Three models of school-parent relationships were defined: (1) “delegation model” (hardly any place for parents – lack of engagement); (2) “contribution model” (parents ready to cooperate in a defined framework); and (3) “partnership model” (broader place for parents within the school).

Towards a Partnership Model
In conclusion, parental involvement generates positive outcomes as much for students (e.g., better academic results, less truancy) as for parents (e.g., satisfaction towards school) and teachers (e.g., more positive attitude towards parents).

Parental involvement may assume various forms, according to the level of parental engagement and the openness of schools. Although the degree of school-family cooperation may vary, any type of action and experience conducive towards partnership must be promoted.

Links :
This journal is available in electronic format. Publisher’s Website Address:
http://www.erudit.org/revue/lsp/2007/v/n58/index.html"

Key Words :
Parental Involvement, Family Characteristics, Family Structure, Socio-economic Level, Parent-teacher Relationships, Parental Value, Educational Aspirations, Parenting Model, Parenting Style, Parenting Practices, Parent-child Interactions, Literature Review, Newsletter12

Monitored Countries :
Quebec (Canada)