On the one hand this module focusses on the analysis of teachers‘ expectations of parental support and - on the other hand - it provides tools to support parents in meeting teachers‘ expectations to avoid discriminating patterns in their communication. Parental commitment is important in order to counteract social inequality and, above all, to provide resources to parents who have few resources at their disposal. In order to take this into account, parents / families with different needs must be considered. These needs may arise from situations caused by migration, disability or low socio-economic resources. This course tries to take into account the different situations.

TEDTalk: Building Relationships Between Parents and Teachers (11:01 Min) [1]:
(from the perspective of a teacher and mother)

The video is only available in English. Subtitles can be turned on on YouTube.

Some Door Openers

Parents with a migration background are more difficult to reach within the framework of regular parenting work. Here are a few possibilities to  approach them more easily:

Representation of cultural diversity in the institution: The institution signals to families with a migration background and to the public that people with different family backgrounds (also as employees) are welcome and recognised: You are not just a guest here, it is your institution. Such an opening depends on conscious symbolic signs; but these must be linked to an actual approach to the parents.

There are various forms of symbolic representation that can be used for this door opening, e.g. multilingual door signs or cultural symbols on flyers and posters. The basic message here is simple: ´Great that you are here!´

Access is provided through as many channels as possible. Direct verbal contact is recommended, if possible in the mother tongue. A contact person with a migration background or other key persons from migration organizations can be door openers.

The choice of approach already determines whether parental work reaches the families with a migration background. Direct, personal and discreet information is often preferred.
Discretion and sensitive handling of information about the child or the family can be important because, for example, in traditional muslim families a lot of value is placed on the opinion of those around them.

Cooperation with key figures is important! Key persons can be migrant parents, representatives from a migrant association etc. These key figures are actively involved in establishing contact or in the implementation of services.

It is important to try out different ways/means of communication. Find out with the group you are working with what suits them best.
For example, some migrants respond very well to written information in simple language.
Follow up invitations several times. It is a good idea to call the target groups shortly before an event and remind them at short notice that the parents' evening is coming, also via text message or Whatsapp.
Perseverance, continuous persistence and being there showing interest might finally open doors.

Barriers for parents from socially disadvantaged families and / or with migrant background

• lack of mother tongue contact and no confidants
• language barriers
  
• impersonal, formal style of communication among staff
• problem-oriented approaches and fear of stigmatisation
• fear of governmental or public control
  
• lack of knowledge about education system
• lack of traditions in the culture of origin
• counselling and further education services are uncommon
• poor experience with school education
• frequent experience of being misunderstood

To promote a good and trustful communication with parents be aware of possible barriers that parents may feel when they get in contact with their children ´s school.

Gender Aspects of Parental Engagement

During research on the topic of parental work, it quickly becomes clear that parental engagement is mothers´ engagement

The art of inviting fathers

• Address the fathers consciously and explicitly. This may mean talking about mothers and fathers rather than parents.
  
• Clearly mention in the invitation that as many fathers as possible are to be expected participants.
• Explicitly mention the topic of the role of fathers.
  
• When selecting pictures, make sure that the both sexes are represented.
• Do not only appoint women as course leaders and speakers.
• Address / invite fathers
  
• It is also important to find out which times would also allow fathers to participate.
• A temporary division of mixed gender groups can create some protected space in which men and women do not have to be embarrassed by the other sex.
  
• With regard to the course design and the methods used -
  ´male-friendly´ course design makes sense.
  
• Experience shows that fathers open up more in the event when familiar and distance-creating means such as the use of desks and chairs (instead of a seat) and chairs (instead of a sitting circle on the floor). Promote a sense of security at the beginning.
• Events should be compatible and easygoing with the job and working hours..
  
• Whenever possible, there should also be male instructors in the team

A Parent's Wishes for His Child´s Teacher's (16:15 Min) [2]:
(this father is also a teacher)

The video is only available in English. Subtitles can be turned on on YouTube.

Task 5:

Sources