LGB-Parent Families and the School Context

2016 ◽  
pp. 99-114
Author(s):  
Abbie E. Goldberg
Keyword(s):  
Academic Achievement ◽  
Social Class ◽  
Social Functioning ◽  
School Environment ◽  
School Context ◽  
Geographic Location ◽  
Multiple Contexts ◽  
The Family ◽  
Race Ethnicity ◽  
And Bisexual

Children are influenced by multiple contexts, including their families and schools. Research on children with lesbian, gay, and bisexual (LGB) parents has primarily focused on their experiences within their families, with little attention to experiences in the school context. The lack of research on the family–school interface of LGB parent families is troubling because these families are vulnerable to marginalization, exclusion, and stigma in the broader society, which likely extend to the school environment. This chapter reviews research on the academic achievement, social functioning, and bullying of children with LGB parents. When relevant, the author emphasizes race/ethnicity, social class, geographic location, and other key social locations that may shape the experiences of LGB–parent families, then addresses research on LGB parents themselves, including their experiences in selecting and interacting with their children’s schools. The chapter ends with recommendations for educators and practitioners who may encounter LGB parent families.

scholarly journals Bullying in school environment: the educators’ understanding

2020 ◽  
Vol 30 (1) ◽  
pp. 58-64
Author(s):  
Felipe Soares Salgado ◽  
Wanderlei Abadio de Oliveira ◽  
Jorge Luiz Da Silva ◽  
Beatriz Oliveira Pereira ◽  
Marta Angélica Iossi Silva ◽  
...  
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Formal Education ◽  
School Context ◽  
School Bullying ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Data Set ◽  
Education Professionals ◽  
The Family

Introduction: Bullying is a type of violence between peers characterized by intentionality, repetition and imbalance of power between victims and aggressors. The occurrence of bullying in the school context impairs students' learning and healthy development. Objective: To analyze the educators' understanding of bullying in the school environment. Methods: Cross-sectional and qualitative study carried out with 16 educators (principals, deputy principals, pedagogical coordinators and teachers) from two public schools in a city in the interior of the state of Minas Gerais, Brazil. Semi-structured interviews that followed a script produced from indications in the specialized literature were conducted. The content of the interviews was recorded and transcribed in full. The interpretation of the data followed the assumptions of content analysis, in its thematic modality, considering the following steps: pre-analysis, exploration of the material, treatment of results and interpretation. Results: Three thematic categories were identified: 1) The centrality of families in the problems of schools in relation to the conception of educators; 2) Beliefs that establish explanatory links for bullying; and 3) Intervention actions developed in relation to bullying. The results show that educators' beliefs hold families exclusively responsible for school problems and bullying. These conceptions stem from situations experienced in everyday life or from speeches of other education professionals who reiterate the absence of families and the little parental involvement in the issues of formal education of children as the major problem. Narratives of this nature denote the absence of an expanded understanding of bullying and its complexity. In addition to the family, the educators pointed out the influences of personality, the media and social standards as factors that can explain the involvement of students in bullying situations. For the participants, the most effective responses to minimize or respond adequately to school bullying require the participation of the family and some did not believe that the school could do something effective alone. In the data set, it was noticed that the educators' beliefs and understandings about the problem of bullying prevent measures aimed at school aspects, which are more proximal to the occurrence of bullying, from being implemented. Conclusion: It is concluded that the investigated educators need to expand their understanding of bullying, in order to develop effective actions to face this phenomenon in schools, which also include the participation of families.

scholarly journals Optimizing the family role to prevent bullying behavior

MEDISAINS ◽  
2019 ◽  
Vol 17 (1) ◽  
pp. 1
Author(s):  
Dayat Trihadi
Keyword(s):  
Behavior Problems ◽  
Social Functioning ◽  
School Environment ◽  
Family Role ◽  
Behavior Development ◽  
The Family ◽  
Bullying Behavior ◽  
Perpetrators And Victims ◽  
Negative Impacts ◽  
And Behavior

Bullying is a phenomenon resulting negative impacts on the perpetrators and victims. The prevalence of bullying is fairly high in several countries of Asia, America and Europe. The solution offered is an approach to solve bullying behavior problems that are implemented comprehensively by involving stakeholders; it does not only focus on individuals as the bullying perpetrators, but other parties including roles of individuals, families and the school environment which must have balanced proportions so that the children have adequate social functioning for their personality and behavior development which is in accordance with the community’s expectations.

scholarly journals Knowledge about family and school contributions in academic achievement-The context of schooling and social representations in India

2020 ◽  
Author(s):  
Chetan Sinha
Keyword(s):  
Academic Achievement ◽  
Social Representations ◽  
School Context ◽  
The Social ◽  
The Family ◽  
Elementary Grade

<p>This paper examines the social representations of knowledge about the family and school contribution in academic achievement in a sample of elementary grade students, parents and teachers. Previous research explored the social representations of educability (Raty & Snellman, 1998), intelligence (Miguel, Valentim, & Carugati, 2010), academic achievement (Sinha & Mishra, 2015), and teachership (Martikainen, 2019) in the school context and showed their multidimensional picture. This research indicates participants’ role and identity matters in their social representations. The polysemic understanding of family and school contribution are discussed. <i></i></p>

Diminishing Barriers to the Praxis Examination in Communication Sciences and Disorders

2011 ◽  
Vol 1 (2) ◽  
pp. 64-71
Author(s):  
Luis F. Riquelme
Keyword(s):  
Geographic Location ◽  
The United States ◽  
Success For All ◽  
Speech Language Pathology ◽  
Barriers To Success ◽  
Call To Action ◽  
Language Pathology ◽  
National Certification ◽  
Race Ethnicity ◽  
Passing Score

Abstract Passing the Praxis Examination in speech-language pathology or audiology can be a difficult task. A passing score is the entry to a list of requirements for national certification (CCC-SLP, CCC-A) and for state licensure in the United States. This article will provide current information on the examination and address barriers to success that have been identified over the years. A call to action may serve to refocus efforts on improving access to success for all test-takers regardless of race/ethnicity, ability, or geographic location.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

scholarly journals Family multilingualism from a southern perspective: Language ideologies and practices of Brazilian parents in Norway

Multilingua ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Rafael Lomeu Gomes
Keyword(s):  
Social Class ◽  
Knowledge Production ◽  
Language Ideologies ◽  
Global South ◽  
Theoretical Framework ◽  
Interview Data ◽  
Language Practices ◽  
Epistemic Justice ◽  
Intercultural Encounters ◽  
Race Ethnicity

AbstractThis article derives from a three-year ethnographic project carried out in Norway focusing on language practices of Brazilian families raising their children multilingually. Analyses of interview data with two Brazilian parents demonstrate the relevance of examining intersectionally the participants’ orientation to categorisations such as social class, gender, and race/ethnicity. Additionally, I explore how parents make sense of their transnational, multilingual experiences, and the extent to which these experiences inform the language-related decisions they make in the home. Advancing family multilingualism research in a novel direction, I employ a southern perspective as an analytical position that: (i) assumes the situatedness of knowledge production; (ii) aims at increasing social and epistemic justice; (iii) opposes the dominance of Western-centric epistemologies; and (iv) sees the global South as a political location, not necessarily geographic, but with many overlaps. Finally, I draw on the notions of intercultural translation and equivocation to discuss the intercultural encounters parents reported. The overarching argument of this article is that forging a southern perspective from which to analyse parental language practices and beliefs offers a theoretical framework that can better address the issues engendered by parents engaged in South–North transnational, multilingual practices.

Gender, Race/Ethnicity, and Social Class in Research Reports on Stigma in HIV-Positive Women

2009 ◽  
Vol 30 (4) ◽  
pp. 273-288 ◽  
Author(s):  
Margarete Sandelowski ◽  
Julie Barroso ◽  
Corrine I. Voils
Keyword(s):  
Social Class ◽  
Hiv Positive ◽  
Hiv Positive Women ◽  
Race Ethnicity

Academic Achievement of Female Students at College Level In Relation to Their Family Environment And Locale

2021 ◽  
pp. 51-65
Author(s):  
Nishta Rana ◽  
Shivani Kapoor
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Family Environment ◽  
Sampling Technique ◽  
Female Students ◽  
College Level ◽  
Family Environment Scale ◽  
Environment Scale ◽  
The Family ◽  
High Level

Academic achievement is often considered as a key criterion to judge one's total potentialities and capabilities. Academic achievement has become a prime interest for the teachers, educationists, psychologists and parents to predict children's academic success which is considered to be an outcome of the learning environment and the family. The present study aimed at seeking the level of academic achievement of female students at the college level with respect to their family environment and locale. Random Sampling Technique was applied to draw the sample of 200 female students studying in the five-degree colleges of Jammu City (J&K) in the year 2015. Family Environment Scale (FES-BC) by Bhatia and Chadha (2012) was used for data collection. This tool has eight dimensions-Cohesion, Expressiveness, Conflict, Acceptance and Caring, Independence, Active-Recreational Orientation, Organisation and Control. The findings revealed that most of the female students were having an average level of academic achievement. Very few female students were found to have a high level of academic achievement. No significant differences in the level of academic achievement were found among female students in relation to their residential background, whereas significant differences were found in the family environment of female students with respect to the locality at the sub-scale “Acceptance and Caring” and “Active Recreational Orientation”. The value of the coefficient of correlation was found to be low, positive but significant at the 0.01 level of significance at the sub-scale “Cohesion” of Family Environment Scale. It shows that academic achievement and cohesion in the family are positively related with each other, however, the correlation is low.

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