She graced our Suburban Parent cover on July She portrays a 7 year old child prodigy named Mary, who is cared for by her Uncle after her mother died. checked off: Visit Cabbage Patch Factory, help animals, meet Emma Watson. Family Engagement in Rural Schools (R2Ed Working Paper. No. ). documented the positive effects of parent participation in children's academic the demand placed on rural schools to meet the educational, behavioral, and social rural parents attend school events more often than their suburban and urban. We also identify facilitators to parent involvement in middle school, . in schools compared with suburban and rural schools (Neiman, ; . Blocks of 10 parents at a time were contacted until the recruitment goal was met.
That was definitely the hardest role I have had to prepare for.
I have never ice-skated before, so it was really tough. I was all bruised up and falling at first, but I kept getting back up. I love ice-skating now. What character was the toughest to change into? Playing Mary in Gifted was tough. She is so different from me because I am a really happy person most of the time.
Mary has been through a lot in her life and she was very sad and confused and angry at times. What was your first role as an actress?
"How I Met Your Mother" Legendaddy (TV Episode ) - IMDb
Of all the roles you played in the past, which is your most favorite? Playing Mary in Gifted is the most favorite role I have ever had. The whole experience and everyone on that set was, and is, so special to me. We heard you are now a Girl Scout. How were you inspired to join your Troop?
I was so excited because I had always wanted to be a Girl Scout. They had a special pinning ceremony and taught me their pledge.
It was such a special day and I hope I can be involved with more things with them. Can you share your bucket list with us? Which have you checked off as done!? I can share some, but not all because some of it is my deepest hopes and dreams. Some of the things I have already checked off: Visit Cabbage Patch Factory, help animals, meet Emma Watson, be in a movie that goes to theaters, raise money for cancer, ride in a hot air balloon and pet a llama.
Have a pet chicken and a hairless cat, feed orphans, work with Tim Burton and M. In this sample, the themes that emerged for these two components of the parent involvement process model represented barriers to parent involvement. Barriers Teacher-specific invitations for involvement Teacher invitations for involvement were infrequently mentioned. One parent described her perception that teacher invitations for involvement were both rare and behavior-problem focused: Ten parents reported teacher invitations to come to the school because their child was involved in a conflict typically a fight with another child or exhibited behavior problems in class.
In these cases, parents were visiting the school to participate in parent—teacher conferences that were often mandatory. Approximately one half of parents indicated having negative impressions of teachers in the school and generally discussed unfriendly and hostile interactions with teachers. Some of these parents reported instances when teachers were disrespectful to or inappropriately communicated with their children.
However, parents indicated that opportunities for involvement were not communicated in a timely, organized fashion. For example, some parents reported not learning about opportunities including school assemblies and meetings until it was too late for them to rearrange their schedule or until after they had occurred.
One mother said, Communication is lackadaisical and next to none. These parents generally discussed the high levels of aggressive and disrespectful student behavior in the schools. One father stated, The teachers and administration had no control at all. It was almost like a three-ring circus, kids cussing, threatening, fighting, running, throwing stuff; you name it, knocking people out of the way.
One mother described how she perceived other parents as antagonistic and difficult to engage when resolving child behavior-related problems: Mother, age 26 Ten parents reported wanting little or no contact with other parents, an attitude that impedes engagement in SBPI. Although parents generally reported not knowing other parents, one half were interested in meeting other parents.
One common response by parents was that they had no time to participate in SBPI consistently or at all because of their demanding work schedules and the absence of paid leave benefits. Therefore, they were unable to or could not afford to take time off to participate in school activities. Often the combination of work issues and family responsibilities synergistically created more obstacles to SBPI.
Mother, age 45 Despite such multifaceted work and scheduling challenges, a small number of parents described strategies or sacrifices made to overcome these SBPI barriers. One mother said, So yes, I do have to forgo some sleep sometimes. You know, when I was working during the day, there were days when I would let my boss know the day before.
Our findings support previous research demonstrating links between motivational factors i. Overall, the barriers identified help to explain why parents in the current study indicated infrequent involvement in SBPI activities. However, in a sample of parents of diverse ethnic and SES backgrounds, Green et al. This finding suggests that parents who are less confident about their capacity to help their child in school may interact with the school more often to obtain support Green et al.
Additional research in this area may help to elucidate the relationship between self-efficacy and SBPI specifically among populations more similar to the sample in the current study. Regardless of the source of invitation for involvement, parents generally reported negative and sometimes hostile interactions with teachers and other school staff that can present barriers to future parent involvement that is up to their discretion. This finding is similar to previous research indicating that unfriendly and hostile relationships frequently characterize parent and school personnel interactions in predominately low-income, minority samples Barton et al.
Q & A with McKenna Grace- Suburban Parent magazine
Moreover, some parents in this sample noted instances when teachers were inappropriate or disrespectful to their children. Despite these negative experiences, parents expressed little reticence about interacting with teachers and staff. Because perceived racism based on SES or race was not explicitly explored in the current study, the absence of barriers related to these factors is uncertain.
Present study findings indicate that many parents held negative impressions of the school. Parents reported that general school invitations for SBPI about school events and meetings were poorly coordinated. Information about SBPI opportunities were communicated inconsistently or too late for parents to plan appropriately. Aggressive and disrespectful students dissuaded some parents from visiting the school, and interactions with other parents were viewed unfavorably.
One finding of the study suggests that the school climates of the three middle schools in this study were not welcoming. Given that a welcoming school climate is an indicator of general school invitations for parent involvement Green et al. In particular, the perceived school safety risks that stemmed from aggressive and disrespectful students seemed to repel some parents in the current study from visiting the school rather than encourage more frequent visits.
This interpretation is in line with prior research indicating a positive association between school safety and parent involvement Griffith, On the whole, the parent invitations for involvement findings demonstrate that the parents in this study generally had negative experiences with the schools.
For example, the prospect of having hostile interactions with teachers reduced the appeal of SBPI for many parents; however, a child experiencing teacher disrespect and antagonism was a catalyst for SBPI.
Similarly, the negative school climate repelled parents, yet at the same time, the deleterious school climate contributed to the ubiquitous nature of classroom conduct problems and peer conflicts. Thus, engaging in SBPI to address such problems was a common experience for a number of parents in the study. Such parent invitations for involvement findings exemplify the transactional nature of the interactions between parents, their children, teachers, administrators, as well as other students and their parents.
Personal Life Context Work and scheduling issues were the most commonly identified barriers. Parents indicated various scheduling issues that presented a challenge to school involvement including work, raising children, and family responsibilities e.
Parents also conveyed how demanding work schedules and multifaceted family responsibilities diminish their physical energy, thus, inhibiting their ability to engage in SBPI. The availability of resources such as transportation and child care was not probed in this qualitative study.
Therefore, it is unclear why limited resources failed to emerge as a frequent barrier among parents in the current study. However, other findings from the same study suggest that parents with low self-efficacy regarding their capacity to help their child in school may engage in SBPI more often to obtain support Green et al. Additional research on the role of self-efficacy in predicting SBPI should also incorporate measures of knowledge and skills as well as analyses that explore both direct and indirect relationships among these factors.
Policy Implications For schools, building strong parent—school partnerships requires practical steps that aim to enhance general school invitations and teacher invitations for involvement. For example, schools can help increase SBPI by implementing more reliable and timely methods of communication e.
In addition, school counselors, social workers, and other human service professionals can play a pivotal role in fostering positive parent—teacher relationships. On one hand, these professionals can educate teachers and other school staff about the positive role construction and other assets i. On the other hand, these professionals can encourage parent visits by greeting and orienting them to SBPI opportunities, thus, boosting the positive aspects of the school climate.
Finally, the parent concerns expressed about negative interactions with other parents and students highlights the need for activities that promote community building, shared goals, and positive interactions with the schools. Limitations It is important to note that major school system policy changes since the study period have resulted in the implementation of new parent engagement initiatives at the local and state levels.
Thus, compared with parents in the present study, current parents of students attending these middle schools may have a different impression of parent involvement barriers and facilitators. Study findings should be considered in light of several other limitations. First, only the perspectives of parents and other caregivers were examined.
The perspectives of teachers and other school personnel in addition to parents may provide a more comprehensive understanding of issues and solutions. Second, the absence of specific interview questions regarding race as a potential barrier to parent involvement may mean that important race-based dynamics were not identified and explored. It is also unlikely that the attitudes and practices reported by the current study participants fully represent those of the parents who participated in the larger intervention study as well as the larger pool of parents whose children attended the three middle schools.
Because our recruitment strategy primarily involved contacting parents by telephone, parents with disconnected or inconsistent telephone service were underrepresented in the study. This may have biased the sample toward including parents with relatively higher incomes and more resources.
Although attempts were made to contact parents during both day and evening hours, parents who worked more than one job or with higher family management demands may have been more difficult to reach.
Parents whom staff were unable to reach or who refused to participate may have been those experiencing more extensive barriers to SBPI.
Findings should be interpreted with caution given the limited generalizability of the study findings. Future research directions should include further examinations of the role of school climate including factors related to students and other parents in the schools in motivating parent involvement among African American parents of children attending middle schools with school safety risks.
In predominately African American samples, an emphasis on understanding the role of racism in shaping policies that contribute to unsafe school climates may particularly help to inform initiatives to improve the school environment. The content is solely the responsibility of the authors and do not necessarily represent the official views of the funding agencies.
Her research interests include parent training, child maltreatment, intervention development and evaluation. Her research focuses on the prevention of adolescent risk behaviors and health disparities. Her research explores psychosocial and environmental factors for both unintentional and intentional injury outcomes for vulnerable populations including children, adolescents and older adults.
Her research examines the impact of chronic stressors on the mental health of youth. Her primary research interests are adolescent health behavior. She has done work on intervention prevention program development and evaluation. Her research focuses on child health disparities, violence prevention and primary care models to promote positive youth development and family health.
Q & A with McKenna Grace
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