|
Volunteering can improve the health and wellbeing of individual volunteers by enhancing support networks, self-esteem and quality of life.
Parental involvement in activities in their children’s school has been described as a form of cultural capital, and is an important means to support better learning outcomes for children (Lareau 1987). Parents may be involved in school governance and decision-making (i.e., parents participate in formal school structures); in teaching and learning activities in the school and at home (e.g., parents volunteer in the classroom, help with sports coaching or organisation and discuss school-related issues with children); and in communications between home and school (Dimock et al. 1996). Such involvement is strongly influenced by family socioeconomic status (Boethel 2003); and also by the cultural and ethnic background of parents and their proficiency in English (Lee & Bowen 2006).
Identifying with a community, feeling connected and having a sense of belonging have been shown to lead to positive outcomes for children and their families (Tomison 1999). In contrast, a lack of connectedness or supports when families suffer hardship may have very real effects on community members’ quality of life and ability to cope. Non-involvement in the community and being disconnected or excluded can have serious social consequences such as alienation, loneliness, low self-esteem, boredom, intolerance of others, lack of motivation, and it may negatively impact on family functioning and impair child development (Fegan & Bowes 1998).
Being a member of an organised community group, such as a sporting or church group or another community organisation or professional association is a key indicator of community strength (Adams D 2004). Social participation creates positive outcomes for individuals in improved health and wellbeing, and for communities in areas such as increased tolerance and reduced crime. Such social networks are also the precursors to increasing community involvement in local governance, giving more people the opportunity to help shape the community in which they live (Pope 2006).
References:
Lareau A 1987. Social-class differences in family-school relationships: The importance of cultural capital. Sociology of Education 60: 73–85.
Dimock C, O’Donoghue T and Robb A 1996. Parent involvement in schooling: An emerging research agenda. Compare 26: 5–20.
Boethel M 2003. Diversity: School, family and community connections - Annual synthesis 2003. Austin, TX: Southwest Educational Development Laboratory.
Lee JS and Bowen NK 2006. Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal 43(2): 193–218.
Tomison A 1999. Creating the Vision: communities and connectedness. Australian Institute of Family Studies: Melbourne.
Fegan M and Bowes J 1999. Isolation in rural, remote and urban communities. In JM Bowes & A Hayes (Eds), Children, families and communities: Contexts and consequences, South Melbourne: Oxford.
Adams D 2004. Usable knowledge in public policy. Australian Journal of Public Administration 63(1): March.
Pope J 2006. Indicators of Community Strength: a framework and evidence. Department for Victorian Communities: Melbourne.
|
Search Site
