Abstract
In this chapter, sociocultural theory forms the basis for a discussion of family–school–community (FSC) partnerships in cultural context. We show how inquiry regarding FSC partnerships is strengthened when attention is paid to five theoretical principles: (a) awareness of the appropriate level of analysis for understanding cultural processes; (b) attention to the contemporary and historical contexts of cultural models about parenting; (c) consideration of intragroup-variability, and of stability as well as change in beliefs and practices; (d) awareness of parent involvement behaviors that diverge from those typically employed by white, middle-class, nonimmigrant parents; and (e) focus on the culturally specific meanings of involvement practices to parents and children. To illustrate the benefits and challenges of studying FSC in cultural context, we review the literature on parental engagement and school outreach with respect to Chinese–American families. Our review reveals that Chinese–American parents are not likely to engage in conventional forms of parent involvement, and are rarely specifically invited to participate in FSC partnerships by the schools their children attend. Rather, Chinese–American parents frequently draw upon social capital available in their own families and in their communities for assistance in supporting their children. The meaning and effects of parents’ high academic expectations and use of psychological control practices are also discussed. The chapter concludes with suggestions for future research on cultural processes and FSC partnerships.
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Holloway, S.D., Kunesh, C.E. (2015). Cultural Processes and the Connections Among Home, School, and Community. In: Sheridan, S., Moorman Kim, E. (eds) Processes and Pathways of Family-School Partnerships Across Development. Research on Family-School Partnerships, vol 2. Springer, Cham. https://doi.org/10.1007/978-3-319-16931-6_1
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