Parental Participation and School Based Management in Nicaragua: An SES Analysis of Differentiated Parent Participation

dc.creator	Michael J. McNamara
dc.date	2010-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:59Z
dc.date.available	2015-07-20T22:09:59Z
dc.identifier	1555-5062
dc.identifier	https://doaj.org/article/e769afb3130f47418369e9d17cd22c0e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13270
dc.description	In Latin America, school-based management and decentralization have emerged as an important tool of education policy. The presumed benefits of school-based management designs depend, in large part, on broad parental participation in the programs that governments create to devolve decision making related to schooling. However, few studies examine the circumstances under which parents actually participate in newly established decentralized education programs. This article sheds partial light on these conditions by employing a socioeconomic status (SES) perspective to examine school-based management reform in Nicaragua. Using data derived from five newly autonomous schools, the study compares parents’ self-reported levels of income, education, and community crime rates with their propensity to participate in newly formed school councils. Results give partial support to an SES hypothesis by revealing that parents who live in communities where violence is endemic participate less in the school councils. Findings support the argument that for decentralized education programs to be successful on equity issues, policy planners must attend to these socio-structural circumstances by providing commensurate support mechanisms that encourage marginal households and communities to participate in the new program.
dc.language	English
dc.publisher	Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
dc.relation	http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/247/94
dc.relation	https://doaj.org/toc/1555-5062
dc.source	International Journal of Education Policy and Leadership, Vol 5, Iss 7 (2010)
dc.subject	decentralization
dc.subject	school-based management
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Parental Participation and School Based Management in Nicaragua: An SES Analysis of Differentiated Parent Participation
dc.type	article