Family participation in schools located in socioeconomically vulnerable contexts
DOI:
https://doi.org/10.17561/ae.v27n2.9299Keywords:
Parents participation, parent-teacher relationship, disadvantaged schools, educational priority areas, parent-school relationship.Abstract
This research analyses family participation in educational centres located in socioeconomically disadvantaged contexts in Madrid. Using a case study approach across four centres (three public and one charter school), data were collected through document analysis, non-participant observation, semi-structured interviews, and discussion groups. Participants included management teams, teachers, families, and non-teaching staff. The results show difficulties regarding family participation in formal regulatory bodies, such as Parent and Family Associations known as AMPAs and AFAs in Spain, and within the established channels of school culture. Furthermore, reasons that alienate families from the school are identified, such as the lack of resources adapted to their specific needs. This highlights the urgent need to transform school participation channels to be responsive to the inequalities and difficulties faced by families in vulnerable contexts.
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