Éduactu
Langue(s) : anglais
Editeur(s) : English Department for Children, Schools and Families
Date : 06/2009
Le DCSF (Department for Children, Schools and Family) du gouvernement britannique publie un rapport sur les parents d'élèves comme partenaires, en ciblant les parents qui éprouvent des difficultés à investir la scolarité de leurs enfants, soit parce qu'ils ont besoin d'être rassurés sur ce qu'ils font avec leurs enfants (struggling through parents), soit qu'ils ont besoin d'être épaulés dans l'aide qu'ils peuvent leur amener (Stepping back parents) ou encore qu'ils aient besoin d'être informés sur l'éducation de leur enfant (Separate lives). Dans tous les cas de figure, cela ne veut pas dire qu'ils se désintéressent de leurs enfants.
Il apparait que l'attitude de ces parents est très genrée : les mères sont plus présentes au quotidien tandis que les pères interviennent principalement dans un deuxième lorsque les mères ont besoin d'être soutenues.
Le rapport porte sur des enfants britanniques et a été réalisée en septembre 2008.
Le résumé en anglais :
« The parents in these segments are identified ‘harder to engage’ but they are by no means disinterested in their children.
The respondents were recruited using attitude statements (See Appendix 1). This research focused on the experiences and opinions of parents in three segments whose attitudes and experiences fell under the title ‘harder to engage’. They were referred to as Struggling Through Parents (A3), Stepping Back Parents (A6), Separate Lives (A7). These segments had been previously identified as part of a wider DCSF Audience segmentation.
‘Harder to engage’ relates to parents’ overall attitudes to their children’s education, rather than their values and perception of their role as a parent. This target audience of parents prioritise their children’s wellbeing and happiness over academic achievement and worry about being able to support them emotionally, impart basic life skills and provide for them financially.
However, they lack confidence in the area of education, which can be attributed to their own experiences of school as a child, attitudes to school and authority figures. They also tend to work long hours and struggle with time and resources.
Interestingly, gender plays a role in determining these parents’ attitudes when supporting their children in learning, e.g. Mums tend to be the gatekeeper for schools and the main decision-maker for childcare and raising issues versus dads who tend to take on a secondary role and step in when issues become serious and Mum needs some extra support.
This research reveals that in order to effectively engage with these parents, it is important to affirm what they already do as parents and build on this. This approach may be more likely to empower them, by helping them to realise they are more knowledgeable and equipped than they perceive.
This research identifies key needs for each segment sample, the non resident parents and Grandparents. These are set out clearly and referred to in the different chapters referring to three different policy areas. They have been established to help guide future policies for this target audience. »
Télécharger le document : http://www.dcsf.gov.uk/.../DCSF-RR111.pdf
mot(s) clé(s) : parents et familles, sociologie de l'éducation
Parents as Partners -‘Harder to Engage’ Parents
Editeur(s) : English Department for Children, Schools and Families
Date : 06/2009
Le DCSF (Department for Children, Schools and Family) du gouvernement britannique publie un rapport sur les parents d'élèves comme partenaires, en ciblant les parents qui éprouvent des difficultés à investir la scolarité de leurs enfants, soit parce qu'ils ont besoin d'être rassurés sur ce qu'ils font avec leurs enfants (struggling through parents), soit qu'ils ont besoin d'être épaulés dans l'aide qu'ils peuvent leur amener (Stepping back parents) ou encore qu'ils aient besoin d'être informés sur l'éducation de leur enfant (Separate lives). Dans tous les cas de figure, cela ne veut pas dire qu'ils se désintéressent de leurs enfants.
Il apparait que l'attitude de ces parents est très genrée : les mères sont plus présentes au quotidien tandis que les pères interviennent principalement dans un deuxième lorsque les mères ont besoin d'être soutenues.
Le rapport porte sur des enfants britanniques et a été réalisée en septembre 2008.
Le résumé en anglais :
« The parents in these segments are identified ‘harder to engage’ but they are by no means disinterested in their children.
The respondents were recruited using attitude statements (See Appendix 1). This research focused on the experiences and opinions of parents in three segments whose attitudes and experiences fell under the title ‘harder to engage’. They were referred to as Struggling Through Parents (A3), Stepping Back Parents (A6), Separate Lives (A7). These segments had been previously identified as part of a wider DCSF Audience segmentation.
‘Harder to engage’ relates to parents’ overall attitudes to their children’s education, rather than their values and perception of their role as a parent. This target audience of parents prioritise their children’s wellbeing and happiness over academic achievement and worry about being able to support them emotionally, impart basic life skills and provide for them financially.
However, they lack confidence in the area of education, which can be attributed to their own experiences of school as a child, attitudes to school and authority figures. They also tend to work long hours and struggle with time and resources.
Interestingly, gender plays a role in determining these parents’ attitudes when supporting their children in learning, e.g. Mums tend to be the gatekeeper for schools and the main decision-maker for childcare and raising issues versus dads who tend to take on a secondary role and step in when issues become serious and Mum needs some extra support.
This research reveals that in order to effectively engage with these parents, it is important to affirm what they already do as parents and build on this. This approach may be more likely to empower them, by helping them to realise they are more knowledgeable and equipped than they perceive.
This research identifies key needs for each segment sample, the non resident parents and Grandparents. These are set out clearly and referred to in the different chapters referring to three different policy areas. They have been established to help guide future policies for this target audience. »
Télécharger le document : http://www.dcsf.gov.uk/.../DCSF-RR111.pdf
mot(s) clé(s) : parents et familles, sociologie de l'éducation
