Rethinking Parent Involvement: African American Mothers Construct their Roles in the Mathematics Education of their Children

By K. Jackson, Janine Remillard. 2005

131 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/806c419e6330159ab5bf575e3ee47db3614f457d

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Citations in the corpus

Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study (2011, background): “…setting clear and consistent behavioral rules for their children, engaging in frequent and meaningful conversations with their children, encouraging independence, providing assistance with homework, and expressing graduation expectations (Abdul-Adil & Farmer, 2006; Jackson & Remillard, 2005).”
Making Math a Definition of the Situation: Families as Sites for Mathematical Practices (2009, background): “…(Epstein et al. 2002), most schools have not found meaningful ways to involve parents, or involve them in ways that counteract racial or socioeconomic inequities and lead to parent enfranchisement or achievement gains (Casanova 1996; de Carvalho 2001; Fine 1993; Jackson and Remillard 2005).”
Making culturally responsive mathematics teaching explicit: a lesson analysis tool (2013, background): “Teachers discover ways mathematics is used at home and in communities to bridge school mathematical competencies and skills (Civil, 2007; Jackson & Remillard, 2005; Moll & González, 2004).”
Latino Parents' Motivations for Involvement in Their Children's Schooling: An Exploratory Study (2011, background): “…levels of home-based and school-based involvement are of practical importance because school personnel often define involvement in school-based terms, which may lead them to underestimate the time minority parents spend on less immediately visible home-based activities (Jackson & Remillard, 2005).”
Black Parents as Advocates, Motivators, and Teachers of Mathematics (2015, unknown): “…development of mathematics literacy, and they described benefitting from parents who strongly encouraged mathematics excellence in their households (Ellington, 2006; Jackson & Remillard, 2005; Martin, 2000; McGee & Pearman, 2015; efficacy and resiliency, irrespective of objective risk factors.”
African American Mothers' Socialization Beliefs and Goals With Young Children (2008, result): “This study provides additional support countering the myth that African American parents are not interested in being involved in their children’s education (Jackson & Remillard, 2005).”