Towards Educational Equity

On the Relationship Between Schools and Disadvantaged Families

DOI

10.2991/assehr.k.220504.343How to use a DOI?

Keywords

Education Equity; Parent-Teacher Relationship; Disadvantaged Parents

Abstract

This paper aims to reimagine parental involvement for underprivileged families by analyzing the problems that are being perpetuated by the current system, whilst looking for potential future solutions. This paper believes that bridging the gap between disadvantaged families and their schools can greatly increase equality. This paper seeks to target a simple and seemingly trivial issue from a multidimensional way. It dissects the difficulties which prevent underprivileged families to build connections with the school through investigating the issues they face financially, physically, and conceptually. Then, it discusses the misunderstandings on the side of the school that prevents teachers from trying harder to reach out. After building a deep understanding of why both parents and teachers are unwilling or unable to initiate and maintain effective communications, it develops a cohesive set of methods, through combining existing research, that will bridge the gap between underprivileged parents and the school.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Kexin Zhang
PY  - 2022
DA  - 2022/06/01
TI  - Towards Educational Equity
BT  - Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)
PB  - Atlantis Press
SP  - 1895
EP  - 1900
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220504.343
DO  - 10.2991/assehr.k.220504.343
ID  - Zhang2022
ER  -