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L’implication parentale en Polynésie française : le cas de deux écoles contrastées sur le plan socio-économique

Abstract : This article presents the results of an exploratory study aimed at establishing an inventory of parental involvement in two primary schools on the island of Tahiti. After a semantic clarification of the concept of kinship in the French Polynesian context, the theoretical part presents the concept of parental involvement in the relevant literature and its relation to academic performance. The problematic of the study questions the degree of involvement of Polynesian families in the schooling of their children and the specificities of this involvement according to their socioeconomic situation. The collection of data was based on a questionnaire already tested in a French-speaking context and adapted to the Polynesian context. The participants were from two schools, which were situated in contrasting socioeconomic environments. Out of 46 questionnaires distributed, 33 were returned. The analysis of the data was based on the typologies proposed by Epstein in 2002 and Larivée in 2011. The discussion highlighted, on the one hand the results specific to French Polynesia namely the involvement of parents from disadvantaged families from an (1) institutional perspective and (2) individual perspective (e.g. time allocated to homework support, involvement in school projects and school meetings); and, on the other hand, the similarities with the existing literature with regard to (1) collective involvement and (2) other aspects of the individual involvement (the perceptions, the school furniture and the out-of-school activities).
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Emilie Guy, Rodica Ailincai. L’implication parentale en Polynésie française : le cas de deux écoles contrastées sur le plan socio-économique. Contextes et Didactiques, Université des Antilles/ESPE, 2019, ⟨10.4000/ced.1327⟩. ⟨halshs-02540883⟩

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