Library of case studies

There are some important studies in Germany on the ALFRIK topic “Collaborative Network for Migrant Parent Empowerment” (see table 1), however most of them were not published recently. Kröner et al. (2012) discuss migrant parents’ reasons for and against engagement at school. One result of the study is that intrinsic motivation is a relevant factor for parental engagement. 
Griebel et al. (2013) thematise the importance of contact between parents with a migration background who speak the same mother tongue and whose children attend the same school for their engagement at school; this applies particularly to from Turkey and from countries of the former Soviet Union. Furthermore, the contact between parents with and without migration background is excellent (41% very good, 48% good) in pre-schools. There is a positive correlation between the quality of the contact in pre-schools and parents’ participation in activities of the school.
Arnoldt and Steiner (2013) focus on all-day schools and experiences of parental involvement at these schools. The benefits of all-day schools for migrant pupils include help with homework, more contact to German speaking children and individual support. However, parental involvement is important at all-day schools as well. Interestingly, in all-day schools the involvement of parents with a migrant background is higher (11,6%) than the involvement of parents without a migrant background (4,2%). 
Lokhande et al. (2014) analyse parental engagement at primary schools (Grundschule). The study demonstrates that parents usually have different possibilities for participating in the school during the school year, for example Elternsprechtage (individual parent-teacher meetings), Elternabende (parent-teacher meetings for all parents), Klasseneltern(bei)rat (parent committees of the school class) or working groups. Only 2,5% of parents of primary school pupils do not participate in any of these activities. Furthermore, 93% of parents of primary school pupils participated in school activities two or more times per year, e.g. parent committees, working groups. In all-day schools teacher stay longer in the school, this gives them more opportunities for interaction with parents and facilitates parents’ contact with the school, e.g. more time flexibility. 

Case Studies Germany

Griebel, W.; Wildgruber A.; Held J.; Schuster A.; Nagel B. (2013): Partizipation im Übergangsmanagement von Kitas und Schulen: Eltern als Ressource, in: Bildungsforschung, Ausgabe 1, 10. Jahrgang, abrufbar unter: https://www.pedocs.de/volltexte/2014/8536/pdf/BF_2013_1_Griebel_ua_Partizipation_im_Uebergangsmanagement.pdf, zuletzt aufgerufen am 5.09.2018

Kröner S.; Schüller E. M.; Penthin M.; Fritzsche E. S.; Friedrich M. C. G.; Krol M. M. (2012): Elternvertreter mit Migrationshintergrund an  allgemeinbildenden Schulen Eine qualitative Interviewstudie zu ihren  Beweggründen für und gegen ein Engagement, in: In: Zeitschrift für Erziehungswissenschaft, 15, 707-726 verfügbar unter: https://link.springer.com/content/pdf/10.1007%2Fs11618-012-0331-7.pdf, zuletzt aufgerufen am 5.09.018

Arnoldt B.; Steiner C. (2013): Bieten Ganztagsschulen Eltern mit Migrationshintergrund bessere Beteiligungschancen?, in: Geisel T.; Studer T.; Yildit E. (Hrsg.): Migration, Familie und soziale Lage, München, 105-14, verfügbar unter: https://link.springer.com/content/pdf/10.1007%2F978-3-531-94127-1.pdf, zuletzt aufgerufen am 05.09.2018.

Lokhande M.; Hoeft M.; Wendt H. (2014): Eltern als Bildungspartner: Wie Beteiligung an Grundschulen gelingen kann, in: Forschungsbereich beim Sachverständigenrat deutscher Stiftungen für Integration und Migration (SVR): Forschungsbericht, Berlin.
 


last modified: Fri, 10/12/2018 - 23:08