The Great Divide: Using Structure-Agency to Highlight Parent Experiences in the Transition From Preschool to Kindergarten

• In Event: Marriott Roundtable Session Seven
  In Roundtable Session: Parent Engagement in School Community, Culture, and Climate (Table 9)

Abstract

This qualitative comparative case study uses structure-agency to understand engagement experiences of parents of color in the transition from preschool to elementary school. I find that parents identified enabling school-serving structures as well as child-serving structures. Parents also identified practice-protecting constraining structures at the elementary level. Parents identified three reasons to engage, including to establish a relationship, advocate, or stay abreast of what happens in school. Parents engaged despite some lack of trust in their child’s educator. These findings highlight the importance of reimagining parent engagement practices. These findings have immediate implications as many more parents experience positive engagement opportunities in preschool and transition into elementary school where structures may be more likely to constrain their engagement than enable it.

Author

• Daron E. Cyr, The Hewitt School
  Presenting Author