Zeitschrift fur Erziehungswissenschaft
Volume 15, Issue 4, 2012, Pages 707-726

Parents with migration background at general-education schools: A qualitative interview study on their motivations for and against school engagement [Elternvertreter mit Migrationshintergrund an allgemeinbildenden Schulen: Eine qualitative Interviewstudie zu ihren Beweggründen für und gegen ein Engagement] (Article)

Kroner S.* , Schüller E.M. , Penthin M. , Fritzsche E.S. , Friedrich M.C.G. , Krol M.M.
  • a Lehrstuhl für Empirische Unterrichtsforschung, Friedrich-Alexander-Universität Erlangen-Nümberg, Regensburger Str. 160, 90478 Nürnberg, Germany
  • b Lehrstuhl für Empirische Unterrichtsforschung, Friedrich-Alexander-Universität Erlangen-Nümberg, Regensburger Str. 160, 90478 Nürnberg, Germany
  • c Lehrstuhl für Empirische Unterrichtsforschung, Friedrich-Alexander-Universität Erlangen-Nümberg, Regensburger Str. 160, 90478 Nürnberg, Germany
  • d Lehrstuhl für Empirische Unterrichtsforschung, Friedrich-Alexander-Universität Erlangen-Nümberg, Regensburger Str. 160, 90478 Nürnberg, Germany
  • e Lehrstuhl für Empirische Unterrichtsforschung, Friedrich-Alexander-Universität Erlangen-Nümberg, Regensburger Str. 160, 90478 Nürnberg, Germany
  • f Lehrstuhl für Empirische Unterrichtsforschung, Friedrich-Alexander-Universität Erlangen-Nümberg, Regensburger Str. 160, 90478 Nürnberg, Germany

Abstract

Parents with a migration background are underrepresented among parent representatives at schools in Germany. However, increased involvement of these parents is essential for a lively democratic culture. To explore the motivations of parents with migration background regarding their school involvement, interviews with N= 31 parent representatives with migration background were content analysed, starting deductively from a set of categories according to the theory of planned behaviour. In the analysis, the main category "attitude" was deductively subdivided into "motivation in the course of action/intrinsic value", "results and consequences regarding own interests" and "results and consequences regarding others/altruistic motivation". "Subjective norm" was inductively differentiated into "other parents", "teachers and leadership team" and "other persons/perceived general expectations"; "perceived behavioural control" was differentiated into the subcategories "assertiveness and freedom from anxiety", "language competence", "socioeconomic background", "availability of time", "setting in school and school district" and "field expertise and know-how". Additionally, "habit" was deductively established and retained as a main category. Analysis of 513 statements resulted in an interrater-agreement of k=0.82. Implications for working with parents in an intercultural context are discussed. © Springer Fachmedien Wiesbaden 2012.

Author Keywords

Attitudes Participation Parental engagement Democracy Parental participation

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84902524193&doi=10.1007%2fs11618-012-0331-7&partnerID=40&md5=2314f7db61a42542ecff178bc34e24a4
DOI: 10.1007/s11618-012-0331-7
ISSN: 1434663X
Cited by: 1
Original Language: German