Recibido: 13-05-2021 / Revisado: 24-05-2021 / Aceptado: 25-0=
6-2021
/ Publicado: 05-10-2021
Analysis of socioeconomic factors in the participatio=
n of
parents in the Ecuadorian educational context
Análisis
de factores socioeconómicos en la participación de los padres en el contexto
educativo ecuatoriano
Morayma
Jimena Bustos Yépez.[1],
Lourdes Elizabeth Navas Franco.[2]
& Fernando Sebastián Vega Buenaño.[3]
Introduction. The family is the axis on which the social structure
develops, and that is why exploring how they participate in the school life=
of
children becomes, over the years, something of importance. It is necessary =
to
know how participation develops from some of the variables that can influen=
ce
it. Objetive. Contrast whether the
participation of parents in school activities has something to do with
schooling, occupation, gender, marital status, age of parents, region, sect=
or,
and type of support of the school in which their children study. Methodo=
logy.
For this, field research of cross-sectional type, of descriptive scope, was
carried out, to check the levels of relationship, among the variables of th=
is
study. Chi-square test was used with the statistical software R Project.
Keywords:
context, school, family, pare=
ntal
involvement, socioeconomic variables
Resumen
Introducción, =
la
familia es el eje sobre el cual la estructura social se desenvuelve, y es p=
or
eso que investigar como la familia participa en la vida escolar de los niño=
s se
va convirtiendo al pasar de los años en algo de importancia, es necesario
conocer cómo se desarrolla la participación desde algunas de las variables =
que
pueden influenciarla. Objetivo, relacionar si la participación de los
padres en las actividades escolares tiene algo que ver con la escolaridad,
ocupación, género, estado civil, edad de los padres, la región, sector y ti=
po
de sostenimiento de la escuela en la que estudian sus hijos. Metodología=
,
se realizó una investigación de campo de tipo transeccional de alcance
descriptivo, para comprobar los niveles de relación, entre las variables de
este estudio se utilizó la prueba chi cuadrado con el software estadístico R
Project. Resultados, se encontró como principales resultados que las
variables escolaridad (2.255e-12), ocupación (9.578e-13), género (6.43e-15),
estado civil (0.04333), sector (0.0006822) y tipo de sostenimiento de la
escuela (0.0001065) tienen relación con los niveles de participación de los
padres, mientras que la edad de los padres (0.2975), y la región (0.6784) no
tienen niveles de relación significativos. Conclusión, se concluye e=
n el
estudio que el nivel de participación de los padres en el contexto educativo
ecuatoriano es alto, se deben tomar en consideración las variables que se
relacionan de manera positiva o negativa para mejorar los procesos escolares
que necesitan de esa colaboración conjunta.
P=
alabras
claves: contexto, escuela, familia,
participación de los padres, variables socioeconómicas
Introduction
The family is the first place where affective, emotional, cultural, and
educational bonds are structured, therefore, it is considered the most impo=
rtant
institution in the life of every being. It is the place in which social
networks are transferred to the community that, considering the theory of h=
uman
capital studied by Smith since the 70's, considers the family the point of
conversion of all social structure.
For Martiñá (2003) the family is the group =
of
people who live together and are united by various ties of consanguinity,
affectivity, and support. In the family, in addition to providing love and
security, basic principles such as food, health, protection and education a=
re
satisfied, which can to a greater or lesser degree influence throughout the
life of the individual.
All those who
constitute the circle
of studentsVarela<=
/span> (2014), and Chávez (2008) consider that children in =
the
family are nourished by values, rules of conduct and principles that are
reflected in society and reinforced in the school, putting into practice
everything acquired, favoring harmonious coexistence and respect.
Arantzazu (2003) considers
that education and the family have a fundamental relationship because they
share the function of forming the person of tomorrow by making them autonom=
ous,
independent, with the ability to solve present problems with balanced think=
ing,
establishing affective bonds according to the current situation.
For Estrada (2008) the role of parents in the life =
and
school activities of their children is defined and directed, because they h=
ave
a commitment acquired around participation in all the actions=
that are convened by the institution, this will positively favor them, and they will be
able to make sure of the academic performance that their children are
achieving. They will be able to dialogue permanently with the teacher which
will allow them to know the situation inside the school (Acuña
et al., 2018).
Parents are
co-responsible for the instruction and academic degree that their children =
can
achieve; the school and families must base their support on the development=
of
values, establishing norms and rules that favor the improvement of personality. Teachers and parents must=
be
careful in their behavior since children imitate what they see and, at an e=
arly
age, it is about training them in values and that they acquire good attitud=
es
to form critic=
al and
fair people (Chaparro,
2016).
Countless are the
activities and responsibilities that parents have within educational
institutions, for Enríquez et al. and by <=
/span>propose, and res=
pect
rules established by the institution.
Being the family a pillar of human development, it is not exempt from b=
eing
the main part in the education of children. Several authors have tried to
measure this participation and have divided it into various dimensions. In
their research, Sarmiento and Zapata (2014) found that participation can be
defined in 1) The involvement of the family in the learning activities of
students. 2) They see it from the communication links between the family and
the school given to guide. 3) The third dimension distinguishes the partici=
pation
of parents in the management of the educational institution. 4) This last
dimension does not only limit family-school participation but also sees this
participation already at the community level, with the option of establishi=
ng
much broader cooperative work alliances.
Theoretical Framework
About the participation of parents in the
Ecuadorian educational context, this =
constitutes a basic and fundamental right
because being a democratic society, it is protected by public powers, laws,
regulations that facilitate the way to make it effective and constructive.
There are numerous investigations (Sheldon & Epstein,2005)
that show that, in addition to being the responsibility of
Another important
aspect that influences the involvement of parents with school occurs when
parents do not have a job or activity, that is, the father or mother stops working, =
life
and family environment changes affecting the lifestyle of the home. Accordi=
ng to Machaca (2007) contact, participation, and relationship with the sch=
ool
increase, worrying more about school activities that do not have to be considered with the contribution of economic
resources. Unfortunately, it is beneficial in one part, but harmful in
another, noticing changes in behavior and willingness to fulfill tasks
entrusted to family members. Students, in the same way, tend to acquire soc=
ial-emotional
problems: it is common to see them lonely, distrustful, depressed, with low
self-esteem, and less ability to fulfill their obligations (Robledo and Gar=
cía,
2009).
As in many parts=
of
the world, Ecuador is not exempt from this type of difficulties. According =
to
the National Institute of Statistics and Censuses (INEC, 2011), when the so-called Socioeconomic=
Level
Stratification Survey was applied in 5 provinces of Ecuador, it was allowed=
to
segment into 5 strata the 9,744 households consulted, finding that 1.=
9%
are located in stratum A, 11.2% of households consulted are placed in level=
B,
22.8% of the total are located in level C +, 49.3% are located in stratum C-
and 14.9% of the sample is in level D. To determine the scores, different
characteristics were selected such as housing, education, household economi=
cs,
goods, technological resources, and consumption habits.
Alvarado, et. al (2019) established that, in addition to the different
dimensions given by authors on family-school participation, a substantial p=
art
of this participation is the socioeconomic variable since they instituted t=
hat
it has a direct impact on the levels of parental participation in the schoo=
l,
translated into a positive relationship because the better socioeconomic le=
vel,
the better the collaboration of parents in academic activities, and therefore excellent student performance (<=
span
class=3DSpellE>Gamazo
et al., 2018).
In the same way,
authors such as Balarin and Cueto (2008) within=
their
research report that parents with a high socioeconomic level may be more
prepared to participate in the academic activities of their children.
Similarly, it is established that the economic, social, and cultural resour=
ces
that families possess, and their living conditions, influence this
participation in different ways (Bello and Villarán,
2009).
Sandoval et al.
(2017) found that the self-efficiency that parents say they have in the
education of their children, has effects on participation within the home. =
This
was evidenced through the invitations of teachers and the perceptions that
parents have about the demands for support they say they meet when their
children ask them.
For Hoffman et a=
l.
(1995) sociodemographic variables determine the development of the individual; they specifically analyzed the belong=
ing
between social class and student development. Social class is associated wi=
th
the occupation of families which mainly affects beliefs, values, lifestyles,
and of course the level of concern and association with the educational
institution. Social class is an indicator to determine the physical
environment in which the child operates, the sector in which they reside
(Bustos 2021), their entertainment, access to health, food and especially t=
he
social practices of parents that produce authoritarian structures and, of
course, determine the
school
According to Góm=
ez
et al. (2014) the socio-economic aspect presents notable characteristics in terms of the participation that
families have with the school. It highlights that pa=
rents
who are located in a high socioeconomic level have a different treatment wi=
th
the school and the student; families that are in the lower or working class
generally tend to use force and, with regard to the relationship with the <=
/span>institution, they avoid having an
approach with the school. Meanwhile, parents who are in a middle class have
greater involv=
ement in the school
because they generate inductive discipline.
Huerta (2010) shows that paren=
ts
and families who are in a medium socioeconomic level – where there is great=
er
involvement with the educational institution and, therefore in the school l=
ife
of their children – attend calls made by the institution, meetings organize=
d by
the parent commissions and, in general, fulfill their role and their necess=
ary
involvement. <=
span
class=3Deop>As Coleman states (1996) cited in Razeto
(2016), the influence that the family has cannot only be limited to its
economic level or social class, but also counts the educational support that
the family provides in favor of the formation of <=
/a>children.
According to Gar=
cía
(2008) at present, the social problem that has been evidenced is that the
parents of the students work to bring sustenance to their home. The integra=
tion
of women in the world of work has produced notable changes in families, in =
the
learning process of students, and in participation with the educational
institution. Years ago, the woman was the representative of the household t=
hat
came to the institution and was related to the activities planned by the
educational center. This type of factors, as well as the educational and ec=
onomic
level of the parents, play school
In a study condu=
cted
by Machaca (20=
07)
whereessential to keep in mind that the fact of seeking daily
sustenance for homes should not deprive affective contact with children and,
even worse, neglect their school activities or the needs denoted by educati=
onal
institutions and what they seek as presence and support of families.=
Other important =
situations that have been =
found by
research such as that of Yurén et. al (2=
014) refer
to the cultural capital of the family, that is, to the levels of schooling =
that
parents have; the authors have identified that this aspect is translated in=
to
better participation and advantages of improvement for their children.
For Ruíz de Miguel (2001) the relationship between the fa=
ther,
mother, child,=
and school is vi=
tal
for the development of students; body contact that is evidenced with games,
caresses, hugs, benefit in the improvement of intelligence and affectivity. Maintaining a relationship with the
educational institution also brings positive factors such as the impulse of
responsibility in the student, the increase of their self-esteem, which
influences their social success.
Ávila (2021) mentions that working will always be
essential in addition to being an obligation, but this should not affect and
prevent the possibility of parents relating to their children and parents w=
ith
the educational institution. Llévot (2015) stat=
es
that several families agree that they cannot have a greater participation in
school management due to lack of time and resources. Students need to know =
that
their parents are present in all the activities they develop.
Ruiz de Miguel
(2001) states that the main family factors that are directly related to the
involvement of parents in sc=
hool
are parents’ level of schooling, the environment, family climate, cultural
resources, structure, as well as the socioeconomic level of the family. In =
this
sense, this research aimed to relate whether the participation of parents in school activities has
something to do with schooling. Gender, marital status, age of parents, reg=
ion,
sector, and type of support of the school in which their children study, for which a
transitional field research was carried out.
=
Methodololy=
Sample=
To collect the information, collaboration of the students of the bachel=
or's
degree in basic education was possible, who contacted the parents of
institutions nationwide and applied the survey with the parents who volunta=
rily
agreed to answer it. It was sent by technological means, leaving the sample
with 33% of parents from the coastal region, 40% of the Sierra region and 2=
7%
of the Amazon region.
For this research, 5538 data were collected, the same data that were in=
the
first instance subjected to a review, due to inconsistencies detected, being
the population made up by 4584 parents surveyed. This information was used =
to
perform statistical analysis.
Instrument
For the collection of information on parental participation in school, =
the
survey validated by Valdés, A. et.al (2009) was used, who carried out the <=
i>family
participation scale to evaluate the participation of parents in the
activities of children related to school, based on Cronbach's alpha reliabi=
lity
coefficient of (0.92) and factor analysis by the varimax rotation method, w=
hich
established three factors to be measured,
such as Communication with the school, Communication with the child =
and
knowledge of the school.
We proceeded to improve the measurement of the instrument for which the
content validation was made, since some words of the questionnaire were cha=
nged
to our context so that they are of better understanding for the people who =
had
to answer. For the validation of the construct, an evaluation sheet was bui=
lt,
which was delivered to fellow teachers with a career in Ecuadorian educatio=
nal
teaching, reaching the conclusion that by varying those words it would be
possible to reach the idea better. Once
the instrument was designed and validated, the survey was applied to a pilot
group belonging to the same educational context; two applications were carr=
ied
out, varying between them a period of 14 days. The degree of correlation was
determined, which was high with 0.98 of reliability.
The first part of the survey included questions about socioeconomic
information from which the variables of this study are derived, data such as
parental occupation, level of schooling, the type of school in which their
children are, and age. The second section of the survey consisted of 22 ite=
ms
that measure parents' participation in their children's education.
Method
To carry out this research, a field study of descriptive scope was carr=
ied
out, since it seeks to specify some characteristics of these variables and
then, associate these variables through the relationship of the information
obtained to expose the degree of dependence that exists between some
socioeconomic factors and the participation of parents in the activities of=
their
children (Hernández et. al 2010).
Application and data collection
The collection of=
the
information was carried out with the help of 315 students of the Basic
Education degree, distance modality, who in the first place were given an
induction on the objective of the research; anonymity was assured in the
surveys themselves that were done through the internet using Google Forms f=
or
greater ease, due to the confinement situation to which we were subjected. =
Data analysis
To perform the
analysis of the data, a descriptive analysis of the results was carried out
initially, to detect the standard means and deviations that help us to bett=
er
interpret the results obtained in the relationships between the variables. =
To obtain the res=
ults
of the relationship of variables, statistical analyses were performed using=
the
chi-square test in the statistical software R project version 4.0.5
(2021.03.31).
=
Results
This section pres=
ents
the analysis of the data collected through the surveys applied to 4584 pare=
nts,
to determine the relationships between the variables schooling, occupation,
gender, marital status, age of the parents, the region, sector, and type of
support of the school in which their children study. To present the informa=
tion
we proceeded first to establish the means to better understand the results
shown in the following table:
Table 1
Standard means and deviations of study variables
|
Variables<=
span
style=3D'font-size:10.0pt;line-height:115%;font-family:"Arial",sans-serif;
mso-fareast-font-family:"Times New Roman";mso-fareast-language:ES-EC'> |
Sample |
Percentage |
Median |
ds |
|
|
Parents' schooling |
None |
48 |
1,05 |
67,13 |
14,97 |
|
Basic education |
735 |
16,03 |
71,54 |
14,23 |
|
|
High school |
1819 |
39,68 |
73,73 |
13,46 |
|
|
Third level – bachelor's degrees and relat=
ed |
1746 |
38,09 |
75,65 |
12,28 |
|
|
Fourth level – master's degrees |
236 |
5,15 |
75,88 |
12,08 |
|
|
Gender |
Male |
1856 |
40,49 |
72,02 |
13,82 |
|
|
Female |
2728 |
59,51 |
75,60 |
12,55 |
|
Parental occupation |
Worker |
132 |
2,88 |
70,18 |
16,71 |
|
Artisan |
150 |
3,27 |
69,91 |
14,79 |
|
|
Farmer |
332 |
7,24 |
70,60 |
14,01 |
|
|
Formal trader |
299 |
6,52 |
73,28 |
14,05 |
|
|
Informal trader |
151 |
3,29 |
71,60 |
14,74 |
|
|
Private employee |
1141 |
24,89 |
74,17 |
12,74 |
|
|
Public employee |
1299 |
28,34 |
75,64 |
12,20 |
|
|
Housework |
683 |
14,90 |
75,66 |
12,53 |
|
|
Unemployed |
404 |
8,81 |
74,09 |
13,55 |
|
|
Marital status |
Bachelor |
1343 |
29,30 |
73,73 |
13,45 |
|
Married/Free Union |
2843 |
62,02 |
74,57 |
13,03 |
|
|
Widower |
68 |
1,48 |
72,24 |
13,30 |
|
|
Divorced |
330 |
7,20 |
72,60 |
13,49 |
|
|
Age |
From 18 to 27 years old |
881 |
19,22 |
74,62 |
13,58 |
|
From 28 to 37 years old |
1987 |
43,35 |
74,62 |
12,84 |
|
|
From 38 to 47 years old |
1239 |
27,03 |
73,39 |
13,46 |
|
|
Age 48 and older |
430 |
9,38 |
73,75 |
12,86 |
|
|
Region |
Coast |
1505 |
32,83 |
74,67 |
13,17 |
|
Saw |
1838 |
40,10 |
73,99 |
13,05 |
|
|
Orient |
1241 |
27,07 |
73,74 |
13,44 |
|
|
Sector in which you live=
|
Urban |
3046 |
66,45 |
74,51 |
13,07 |
|
Rural |
1538 |
33,55 |
73,43 |
13,43 |
T<=
span
lang=3DEN style=3D'font-size:10.0pt;line-height:115%;font-family:"Arial",sa=
ns-serif;
mso-ansi-language:EN'>able 1
Standard means and deviations of study variables
(continuation)
|
Variables |
|
Sample |
Percentage |
Median |
ds |
|
Type of school support <=
/span> |
Pub=
lic |
3133 |
68,35 |
73,49 |
13,67 |
|
Cha=
rter |
669 |
14,59 |
75,68 |
11,52 |
|
|
Pri=
vate |
782 |
17,06 |
75,47 |
13,10 |
Source: data obtained from the surveys conducted with=
parents nationwide.
As it can be seen=
in
Table 1, in the variable schooling of parents the average determines that
parents who do not have any level of education are at the low level (67.13)=
in
relation to the rest of the data, while it can be observed that parents with
higher schooling have a high level of participation (75.88).
In the variable
occupation of parents, those who participate least in the academic activiti=
es
of their children are those who work as artisans (69.91), while it was dete=
cted
that parents who have a job in the public sector and people who work in
domestic chores, that is, take care of their home, present high levels of
participation with (75.66; 75.64) respectively.
Regarding the gen=
der
variable, the answers given by the respondents were considered, where they =
had
as options, male, female, and others. There were only 4 answers with the op=
tion
others of the 5538 surveys, for that reason these data were not considered =
for
the present study, and we worked with the variable’s fathers and mothers of
family. The results of the means show that it is the mothers who participate
the most in the academic activities of their children with a (75.60) over t=
he
(72.02) of the fathers.
When analyzing the
variable marital status, considering whether they are single, married or in=
a
free union, widowed or divorced, it could be noted that the parents who say
they have more participation are those with married marital status or free
union with (74.57), while those who participate the least are the ones who =
have
been widowed (72.24), followed by those who are divorced (72.60).
While considering=
the
variable age of parents, those who are between the ages of 18 to 37 years o=
ld
reported having a good participation in the academic activities of their
children with an average of (74.62), and the parents who participate the le=
ast
are those who are at the age of 38 to 47 years (73.39).
With respect to t=
he
region where the families live, it was found that it is the parents of the
coastal region who say they participate more in the activities within the
school with a level of (74.67) while apparently the parents of the Amazon a=
re
the ones who participate less with a level of (73.74), and taking into acco=
unt
the sector, parents living in the urban area of the three regions of the
country are the ones who participate most in the academic activities of the=
ir
children with a level of (74.51).
Finally, the supp=
ort
of the educational institution was considered, and it can be said that pare=
nts
who have their children in charter institutions are the ones who participate
the most with a level of (75.68), while in public schools a low level is
noticeable with (73.49).
Although the gene=
ral
results show that in this research the average participation of the parents=
is (74,15)
that is to say, a medium high level, the differences detected in the means
helped us to generate a descriptive analysis of the variables of the study =
and
to detect that it could be influencing the relationships between the variab=
les
and the participation of the parents in the academic activities of their
children.
Analysis of the
relationship of the study variables
To establish the
relationship between the variables, the chi-square test was performed throu=
gh
the statistical software R Project obtaining the following results:<=
span
lang=3DEN-US style=3D'font-size:12.0pt;line-height:115%;font-family:"Times =
New Roman",serif;
mso-ansi-language:EN-US'>
For the variable
schooling of the parents, a p-value of (2,255e-12) was obtained with these
results it can be concluded that the level of studies of the parents it is
related to participation. That is, the academic preparation of parents has a
lot to do with their participation in school. This result is logical since,=
as Yurén et al (2014) affirm, the higher the level of st=
udies,
the greater the awareness to meet the academic needs of their children.
In the case of=
the variable occupation of the parents, a p-value of
(9,578e-13) was obtained, which leads to the conclusion that the work carri=
ed
out by parents is related to participation. That is, the types of work of t=
he
parents of the study have a lot to do with their participation in school. T=
his
result could be understood since, as Hoffman et al. assert (1995), the
occupation of parents determines their social class, and this directly affe=
cts
their participation in school. When analyzing the averages, it was detected
that in the same way those who work in domestic chores (75.66) and unemploy=
ed
people (74.09) present high levels of participation that, according to Mach=
aca
(2007), although such conditions do not benefit the economy of the family,
usually translate into greater opportunities to get involved in the academic
activities of their children.
In correspondence
with the gender variable, it can be concluded, with a p-value of (6.43e-15),
that there is a relationship between gender and participation, that is, the
observation of the table of means that places mothers as the ones who most
attend to the educational needs of their children is verified. This result
agrees with Valdés et. al (2009) who found that mothers had better levels of
participation in the academic activities of their children, being the knowl=
edge
of school and communication the more important factors in our environment. =
As
it can be seen in the results, the ones that most meet the needs of academic
growth in are those in early ages, product of the social structure in which=
we
live.
Analyzing the
variable marital status of the parents, a p-value of (0.04333) was obtained;
there is a relationship not as strong as the previous ones between the mari=
tal
status of the parents and their participation in the school. Considering th=
at,
the families where the parents are married or in a free union are the ones =
who
have answered having the greatest concern. This family structure grants a
stability that is reflected in the results. As Razeto<=
/span>
(1996) says, the influence of the family is not seen only at the economic l=
evel
but also in the support they provide in their environment.
In relation to the
variable age of the parents, the result obtained in the p-value was (0.2975)
which tells us that there is no relationship between the age of the parents=
and
the levels of participation, that is, the age has nothing to do with the le=
vels
of participation. However, the results of the means indicate that parents
between 18 and 37 years old are the ones who participate the most in the
academic activities of their children (74,62).
For the variable
region in which the family lives, with a p-value of (0.6784), it is verified
that there is no relationship between the regions in which the families live
and the levels of participation that they claim to have in the academic
activities of their children; the fact that the parents fulfill their
obligations in the educational institution does not depend on the region.
Taking into accou=
nt
the sector in which they live – whether urban or rural – with a p-value of
(0.0006822), it is established that if there is a relationship between the
sector and the participation of parents, noting in the averages that those =
who
participate most are the parents of the urban sector (74.51) which coincides
with the study of Bustos (2020) where it was found that, in the urban secto=
r,
there is greater participation; due to the different characteristics and
opportunities parents become more involved in their children's academic
activities.
Finally, the last
variable that was considered for this article is the type of support that t=
he
school has and, with a p-value of (0.0001065), it is verified that there is=
a
relationship between the type of support of the school and the levels of
participation. It has something to do with the school being public, charter=
or
private. In the study, it is reflected through the average that in charter
schools, the parents say they have more participation (75,68), while the lowest level is in public schools (73,49).
This may be due to the socioeconomic conditions that most parents have in t=
hese
schools and, as previously verified in this study, the social class, and
cultural level have a lot to do with the levels of participation that paren=
ts
have in their children's education.
Conclusions
· =
The relationships that exist between
family and school are important because these can generate direct implicati=
ons
in the processes of learning, communication, socialization and in some cases
even the educational future of children. It can be concluded that the paren=
ts
of this study participate in the academic activities of their children
highlighting that schooling, occupation, gender, marital status, sector, and
type of support of the school have significant levels of relationship, that=
is,
all these variables, positively or negatively, are directly related to the
participation of parents in the school activities of children.
· =
It should be noted that it is the
mothers who continue to worry a little more than the fathers about these
activities. It is also verified that the higher the degree of studies there=
is
more predisposition to academic help. The fathers who have heavy and very
laborious work do not have that approach with the educational institution, =
as
well as it is also seen in the study that parents who have domestic work or=
are
unemployed manifest be more aware of their children.
· =
On the other hand, the age of parent=
s,
and the region in which they live, has nothing to do with parental involvem=
ent;
these variables are not relevant when determining who participates most in
school activities.
· =
In general, the level of parental
participation in the Ecuadorian educational context detected is high, this =
may
be since, as it is established by the sample, the survey was spread in an a=
rea
of the population with better possibilities.
·
Through the study, it is recommended=
to
research into the issue of parental involvement by establishing mechanisms =
that
help to better reach new relationships or variables that may be intervening=
in
the adequate family participation. Likewise, information can be accessed fr=
om
another source, that is, investigating the other educational actors and loo=
king
at participation from different angles.
Bibliographic<=
/b> references
Acuña,
N., Concha, C., De la Fuente, B., Medina, R. (2018). ¿De qué hablamos cuando
hablamos de comunicación, relación, participación, compromiso e involucrami=
ento
de las familias con la escuela? Revista Académica U=
CMaule,
55, 59-70.
Alvarado,
J., Ube, J., Naranjo, F. (2019) La interrelació=
n de
los factores socioeconómicos con el éxito académico universitario en el Ecu=
ador.
IV Congreso internacional virtual sobre La Educación en el Siglo XXI.
Arantzazu, O. (2003). Las actuaci=
ones
voluntarias como cauce de participación social. El interés de su
inclusión en el sistema educativo formal. Estudios sobre educación. =
ISNN
1578-7001, N°. 5, 181-190. https://dadun.unav.edu/bitstream/10171/8528/1/Notas%20Ne.pdf
Ávila, N., Giannotti, S. (2021). =
El
acompañamiento familiar en los procesos educativos durante la infancia: un
acercamiento a través de estudios =
de
caso. Universidad de la Habana. N° 291. http://scielo.sld.cu/pdf/uh/n291/0253-9276-uh-291-4.pdf
Balarin=
,
M., & Cueto, S. (2008). La calidad de la participación de los padres de
familia y el rendimiento estudiantil en las escuelas públicas peruanas. (
Bello,
M., & Villarán, V. (2009). Las relaciones de la escuela con la familia =
y la
comunidad, en el camino hacia la equidad. En Néstor López (Coord.). De
relaciones, actores y territorios: hacia nuevas políticas en torno a la
educación en América Latina (pp. 115-170). Buenos Aires: IIPE; Unesco. http://escuelaju=
an23.com/fs_files/user_img/S.%20Corbetta.pdf
Bustos, M. (2021). Closer =
look
at parent involvement in their children's education: Is gender, sector (urb=
an
and rural) and parent’s level of education an issue?. Currículo
sem Fronteiras, 21(=
1),
269-292. http://dx.doi.org/10.35786/1645-1=
384.v21.n1.14
Chaparro, A. (2016). Familia y
rendimiento académico: configuración de perfiles estudiantiles en secundari=
a. Revista
Electrónica de Investigación Educativa. 8(1), 53-68 http://redie.uabc.mx/redie/articl=
e/view/774
Chávez, J. (2008). Género y
Familia. México: Plaza y Valdés Editores.
Enríquez, C.,Segura, A., Tovar. J.
(2013). Factores de riesgo asociados a bajo rendimiento académico en escola=
res
de Bogotá. Revista Investigaciones Andina. 15(26), 654-666.
ISSN 0124-8146. https://www.redalyc.org/pdf/2390/239026287004.pdf
Estrada, M. (2008). La participac=
ión
social en educación: Hacia una “Comunidad escolar” en las Margaritas, Chiap=
as.
Revista Interamericana de Educación para la Democracia. RIED – IJED, 1(2=
),
185-204. https://dhls.hegoa.ehu.eus/uploads/resources/4839/resource_files/Participa=
ci.pdf
Gamazo, A., Martínez-Abad, F.,
Olmos-Miguelanez, S., & Rodrígez-Conde, M. (2018). Evaluación de factor=
es
relacionados con la eficacia escolar en PISA 2015. Un análisis multinivel. =
Revista
de Educación. N° 379, 56-84. https://dialnet.unirioja.es/servlet/articulo?codigo=3D6219436
García, F. (2008). Motivar par=
a el
aprendizaje desde la actividad orientadora. Secrearia General Técnica.
Ministerio de Educación y Ciencia. N°179. https://sede.educacion.gob.es/publiventa/PdfServlet?pdf=3DVP12377.pdf&=
area=3DE
Gómez, V., Muñoz. C., Silva, I., =
Paz,
M., & Guerra, P. &. Valenzuela, J.(2014). Creencias y oportunidades=
de
aprendizaje en la práctica educativa en contextos de pobreza. Per=
files
Educativos. 36(144), 173-188. DOI:=
10.1016/S0185-2698(14)70630-0
Hernández,
R., Fernández, C., Baptista, M. (2010). Metodología de la Investigación.=
México. McGraw-Hill.
Hoffman, L., & Paris, S. (199=
5). Psicología
del desarrollo hoy. Madrid: McGraw-Hill. .
Huerta, E. (2010). Formas de
participación parental en las escuelas secundarias mexicanas de altos y baj=
os
resultados académicos. Revista Iberoamericana de Educación. 54,
167-185. https://doi.org/10.35362/rie54054=
7
Instituto
Nacional de Estadísticas y Censos [INEC]. (2011). Encuesta de estratificaci=
ón
del Nivel Socioeconómico. https://www.ecua=
dorencifras.gob.ec/encuesta-de-estratificacion-del-nivel-socioeconomico/
Kñallinsky, E. (2010). Familia
Escuela y comunidad. Rivista Italiana di Educazione Familiare. 2, 45-56. https://core.ac.uk/download/pdf/228546189.pdf
Llévot, N., & Bernad, O.
(2015). La
participación de las familias en la escuela: Factores clave. Revisa de la
Asociación de Sociología de la Educación, RASE. 8(1), 57-70. https://ojs.uv.e=
s/index.php/RASE/article/view/8761/8304
Machaca, G. (2007). La participac=
ión
social en la educación en Bolivia en el contexto de la implementación de la=
EIB.
Estudio de caso en las comunidades de Itanambikua y Tomoroco, Univer=
sidad
Mayor de San Simon. PROEIB-Andes. DOI: https://doi.org/=
10.31391/S2007-7033(2018)0050-010
Martiñá,
R. (2003). Escuela y familia: una alianza necesaria. Buenos Aires:
Editorial Troquel
Razeto,
A. (2016). El involucramiento de las familias en la educación de los niños.
Cuatro reflexiones para fortalecer la relación entre familias y escuela.
Robledo, P. &a=
mp;
García J. (2009). El entorno familiar y su influencia en el rendimiento
académico de los alumnos con dificultades de aprendizaje: revisión de estud=
ios
empíricos. Aula Abierta, Vol, 37, num, 1, pp. 117-128. ISSN: 0210-2773. https://dialnet.=
unirioja.es/servlet/articulo?codigo=3D3000179
Rodríguez, D.,=
y
Guzmán, R. (2019). Rendimiento académico y factores sociofamiliares de ries=
go.
Variables personales que moderan su influencia. Perfiles Educativos,
41(164), 118- 134. https://doi.org/=
10.22201/iisue.24486167e.2019.164.58925
Ruíz de Miguel, C. (2001). Factor=
es
familiares vinculados al bajo rendimiento. Revista Complutense de Educac=
ión.
12 (1), 81-113. ISSN: 1130-2496 https://dialnet.unirioja.es/servlet/articulo?codigo=3D283673
<=
span
lang=3DEN-US style=3D'mso-ansi-language:EN-US;mso-no-proof:yes'>Sheldon, S.=
, &
Epstein, J. (2005). Involvement counts: Family and community partnerships a=
nd
mathematics achievement». The Journal of Educational Research. 98=
(4),
196-207. https://doi.org/10.3200/JOER.98.4.196-207
Sandoval,
R., Echeverría,S.,Valdéz, A. (2017). Part=
icipación
de los padres en la educación: una prueba del modelo de hoover-dempsey. =
Perpectiva
Educacional, 56(2), 139-153. doi:10.4151/07189729-Vol.56-Iss.2-Art.495<=
span
style=3D'mso-spacerun:yes'>
Sarmiento,
P., & Zapata, M. (2014). Modelo conceptual sobre la participación de la
familia en la escuela: un estudio cualitativo en cuatro localidades del Per=
ú.
Avances de Investigación, 16.=
Lima:
GRADE Group for the Analysis of Development. =
https://nbn-reso=
lving.org/urn:nbn:de:0168-ssoar-56546-2
Valdés,
Á. A., Pavón, M. J., & Sánchez, P. A. (2009). Participación de los padr=
es
de alumnos de educación primaria en las actividades académicas de sus hijos.
Revista Electrónica de Investigación Educativa, 11(1), 1–17. http://www.sciel=
o.org.mx/pdf/redie/v11n1/v11n1a12.pdf
Varela, J. (2014). El habla de los
padres desde preescolar puede contribuir al éxito escolar del hijo en la
primaria. En Bazán, A, Vega, N (Co=
ord). Familia-
escuela- comunidad. Teorías en la práctica (115-128). Universidad Autón=
oma
del Estado de Morelos : Juan Pablos. http://riaa.uaem.mx/xmlui/bitstream/handle/20.500.12055/224/FAMILIA-ESCUEL=
A-COMUNIDAD%20.pdf?sequence=3D1&isAllowed=3Dy
Yurén,
M. T., Cruz, M. de la, Weiss, H. B., Bouffard, =
S. M.,
Bridglall, B. L., Gordon, E. W., & Vaca Gal=
legos,
S. (2014). Intervención educativa en el desarrollo socioafectivo y colabora=
ción
con las familias. Perspectivas Desde El Barómetro de Las Américas, 1(1), 1–=
5.
doi:10.1007/s13398-014-0173-7.2
PARA
CITAR EL ARTÍCULO INDEXADO
Bustos Yépez, =
M. J.,
Navas Franco, L. E., & Vega Buenaño, F. S. (2021). Analysis of socioeconomic factors in the participa=
tion
of parents in the Ecuadorian educational context. Explorador
Digital, 5(4), 101-116. https://doi.o=
rg/10.33262/exploradordigital.v5i4.1910
El artículo que se publica es de
exclusiva responsabilidad de los autores y no necesariamente reflejan el
pensamiento de la Revista Explorad=
or
Digital.
El artículo qu=
eda
en propiedad de la revista y, por tanto, su publicación parcial y/o total en
otro medio tiene que ser autorizado por el director de la Revista Explorador Digital.
1 Universidad Tecnológica
Indoamérica, Carrera de Educación Básica, Tungurahua, moraymabu=
stos@uti.edu.ec
ORCID, https://orcid.org/0000-0001-7797-7061
2 Universidad
Tecnológica Indoamérica, Carrera de Educación Básica, Tungurahua, lourdesnavas@uti.edu.ec ORCID, https://orcid.org/0000-0003-4794-9099
3 Universidad Tecnológica
Indoamérica, Carrera de Educación Básica, Tungurahua, fernandovega@uti.edu.=
ec ORCID,
ISSN: 2661-6831
=
Vol.
5, N°4, pág. 101- 116