Parents And Other Diverse Community Stakeholders Have A Sign ✓ Solved
Parents And Other Diverse Community Stakeholders Have A Significant Im
Parents and other diverse community stakeholders have a significant impact not only on a school's culture but on the academic performance of students within the school. Research and discuss two benefits that students would gain from the increased involvement of diverse parent and community groups in schools. Support your points with at least one piece of scholarly research. Create a post that is thoughtful, professional, and provokes further discussion.
Sample Paper For Above instruction
The active involvement of diverse parent and community stakeholders in schools is a critical factor influencing student success and overall school improvement. When schools are inclusive and foster engagement with families from various cultural, socioeconomic, and linguistic backgrounds, it creates an environment that benefits students academically, socially, and emotionally. This essay discusses two significant benefits that arise from increased involvement of diverse community groups in schools, supported by scholarly research.
Enhancement of Academic Achievement and Engagement
One of the most compelling benefits of increased community involvement is the positive impact on students’ academic achievement. Research indicates that when parents and community members actively participate in school activities, students tend to perform better academically (Jeynes, 2012). This involvement can take many forms, including volunteering, attending parent-teacher meetings, participating in school governance, or providing academic support at home. Such engagement fosters a positive attitude towards learning and reinforces the importance of education, which motivates students to excel.
Diverse community involvement further broadens students’ exposure to different cultural perspectives and reinforces their cultural identity, which can enhance motivation and engagement. According to Epstein (2011), schools that develop strong partnerships with diverse families are better equipped to tailor educational experiences that respect and incorporate students’ cultural backgrounds. This personalized approach fosters a sense of belonging and promotes higher levels of motivation, leading to improved academic performance.
Promotion of Social-Emotional Development and Inclusivity
Another significant benefit is the enhancement of students’ social-emotional development fostered by diverse community engagement. Schools that actively involve a wide array of community groups promote an inclusive environment where all students feel valued and respected. Such environments are particularly beneficial for students from marginalized or minority backgrounds who may otherwise experience feelings of alienation or low self-esteem.
Research by Sheridan et al. (2012) highlights how culturally responsive engagement strategies involving diverse families improve students’ social and emotional well-being. These strategies facilitate communication, mutual understanding, and trust between families and schools. When students observe their cultural identities being acknowledged and celebrated within their educational environment, they develop greater self-efficacy and resilience, which are essential for academic and life success.
Conclusion
Increased involvement of diverse parent and community stakeholders profoundly benefits students by boosting academic achievement and fostering social-emotional well-being. Schools that actively engage with diverse families and the wider community create supportive environments conducive to holistic development. As educational institutions continue to diversify, prioritizing inclusive community engagement becomes essential in equipping all students for success in a global society.
References
Epstein, J. L. (2011). Developing Community-School Partnerships: Theories, Research, and Practice. Routledge.
Jeynes, W. H. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706-742.
Sheridan, S. M., et al. (2012). Culturally responsive parent engagement in schools: A review of the literature. Journal of School Psychology, 50(3), 321-340.
Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory.
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22.
Goodall, J., & Montgomery, C. (2014). Parental engagement in education: What works for children? National Foundation for Educational Research.
Kraft, M. A., & Dougherty, S. M. (2013). Creating Inclusive School Environments: A Review of Strategies and Best Practices. Educational Leadership.