Abstract The difference in educators’ and immigrant parents’ definition of parent involvement has led to the view that immigrant parents are less involved in their children’s education than native parents from the middle class (Crozier & Davies, 2005). The purpose of this study was to understand the experience of three immigrant parents born in Africa and the Caribbean with parent involvement in their children’s education at the elementary level. This phenomenological study utilized semi-structured interviews to gain a better understanding of the various ways in which immigrant parents are involved in their children’s education, and the factors that influenced how they became involved. The findings revealed that the essence of the parents’ experience of involvement in their children’s education was maintaining nurturing relationships. Participants guided their children into a relationship with God, they cultivated a loving relationship with their children, and had a cooperative relationship with their children’s school. The parents’ experience is explored using the themes spiritual leadership, creating and nurturing relationships, and anticipatory socialization. The description of the parents’ experiences provides some insight into how immigrant parents view and enact their role in their children’s education. The study also highlights how different cultural beliefs influence the ways in which parents contributed to their children’s development. The parents were already making contributions in a variety of ways to their children’s education. However, for the most part their activities were home-based and geared towards only their own children. There were opportunities for the parent to become more involved in ways that would extend to other members of the school community. The implications of this study for practice are that educators should give an orientation to parents new to Canada about strategies they can use to incorporate school based involvement activities into their busy schedules. This will suggest ideas that parents may not have considered and could be effective in increasing their involvement on the school compound. Implications for future research include the need to investigate how culture delimits the ways in which parents become involved. There is also a need to explore what factors would motivate immigrant parents to become more involved in their children’s education on the school site.

As Ontario is home to more than half of Canada’s immigrants (Statistics Canada, 2006), Ontario’s school enrolment is very diverse. Levin (2008) provided some statistics: 27 percent of the population of Ontario was born outside of Canada; 20 percent are visible minorities. Toronto, with approximately 40 percent of the province’s population, is one the most diverse urban areas in the world, and receives approximately 125,000 new immigrants each year from dozens of different countries. Accordingly, as the number of immigrant families in Toronto increases, it is increasingly important that teachers and administrators understand how immigrant parents want to be involved in their children’s education, and how to best support these parents’ needs and the needs of their children. The purpose of this case study was to examine the involvement of immigrant parents in one classroom. Specifically I examine: (a) how one school involved immigrant parents in their children’s education; (b) how immigrant parents perceive they have been involved; and (c) how immigrant parents want to be involved in their children’s education. This constructivist case study examined immigrant parent involvement from the perceptions of different stakeholders--the vice-principal, teacher and immigrant parents from the one teacher’s class. Semi-structured interviews were conducted with the vice-principal and one teacher of one model middle school in the Toronto District School Board to elicit information about their school and their experiences related to immigrant parent involvement. In addition, a parent questionnaire was used to explore parents’ perceptions. The parent questionnaire was distributed to the one teacher’s class of parents (all but one who were immigrants). The data analysis revealed five core themes related to immigrant parent involvement. The educators suggested that parents lack the knowledge of how the Ontario education system functions, while the immigrant parents said that they were unaware of what is being asked of them or offered to them. No communications sent home to the parents were translated. Suggestions for future research and recommendations are offered to the school and school board in order to provide additional support to immigrant parents. / Thesis (Master, Education) -- Queen's University, 2012-05-08 21:52:46.287

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The purpose of this qualitative case study was to understand Vietnamese immigrant parents’ conceptualizations and practices related to school, family, and community partnerships that support their children’s early learning and development in a Canadian context. The study was guided by three research questions: In what ways do Vietnamese immigrant parents conceptualize school, family, and community partnerships related to their children’s early learning and development? What supports and challenges do Vietnamese immigrant parents have in building and maintaining school, family, and community partnerships that facilitate their children’s early learning and development? What practices related to the partnerships do Vietnamese immigrant parents employ to assist their children’s early learning and development? Joyce Epstein’s (1997) Theory of Overlapping Spheres of Influence and her Six Types of Involvement Framework were employed in this study. Data were collected from semi-structured interviews and observations to answer three research questions. Participants of the study included three sets of Vietnamese immigrant parents, three teachers, two Vietnamese immigrant children’s grandmothers, and one friend of a Vietnamese immigrant family who was selected on the basis of relational proximity with the focal child. The findings of this study confirmed those of previous studies that immigrant parents share interests in and responsibilities for their children’s early learning and that the partnerships are significantly beneficial for immigrant children’s early learning and their transition to a new environment out of their home setting. In addition, the findings contributed to previous theories in the field of school, family, and community partnerships. Specifically, guidelines for parental involvement that better represent the involvement of immigrant parents were suggested to extend Epstein’s (1997) framework. Additionally, this study shed light on some misaligned perceptions and interpretations related to language barriers, time constraints, the significance of grandparents’ involvement, the principle of equity and respect for diversity, and the expectation for immigrant children’s academic early learning. In addition to implications for theory, the researcher also attempted to provide some implications for practices and future research. Noticeably, some practices related to “Parenting”, a dimension of the partnerships significantly acknowledged by the Vietnamese immigrant parents, were presented in detail.

Thesis advisor: Maria E. Brisk / While traditional multicultural education has advanced school personnel's cultural awareness and the implementation of multicultural curricula, it can also perpetuate stereotypes of certain cultural groups by overstating the role of culture. The widely held stereotypes of Chinese immigrants as super-achievers and a "model minority" may dangerously hide the problems that many Chinese immigrant families face upon immigrating. In this dissertation, I share findings generated from the narrative inquiry of sixteen Chinese immigrant parents. The study was to uncover multiple realities related to the parenting experiences constructed by Chinese immigrant parents in their given social, cultural, and personal circumstances. Guiding this inquiry is the bioecological model, which provides an overarching framework to address all the factors that possibly influence immigrants' parenting. With a focus on critical events, data collected from multiple open-ended interviews and documents were presented in two ways: case-focused narrative analysis and cross-case thematic analysis. The findings show that Chinese immigrants are a diverse group, with each individual's parental beliefs and practices influenced by multiple personal and contextual factors. All the factors interacted through complex processes occurring at various levels within the parents' ecological environments between the two cultures. In addition, several issues related to Chinese immigrant families were exposed from the parents' narratives that have not been well researched so far, including: subgroup differences, the influence of marital discord as a result of immigration on child development, the role of religion change on parenting, and grandparents as major childcare giver. At a theoretical level, notions of the continuum of common cultural values, and the continuum of enculturation and acculturation provide a fluid and dynamic theoretical lens to better understanding immigrants' in-between cultural values. I suggest that school personnel and social workers work towards eliminating pre-assumptions about any cultural group, attending to each child's unique identity without over-emphasizing the role of culture. Furthermore, schools need to take efforts to build effective and reciprocal relationships with immigrant families to better address the immigrant students' individual needs. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Using Delgado-Gaitan and Trueba’s (1991) empowerment/disempowerment definition as a framework, this dissertation investigated how Korean immigrant mothers perceived and practiced parental involvement in their children’s schooling, and how an empowerment/disempowerment process occurred during their involvement. To inquire into the research questions, this study used the qualitative case study method, and five Korean immigrant mothers were the cases. The interview method was used to gather data, and an unstructured interview protocol, as well as a semi-structured interview protocol, was used for the interviews. Each mother was interviewed three times. From this study, I found these things: For the concept of schooling, all the Korean mothers in this study agreed that schooling is all activities relevant to acquiring abilities related to having a better school life, and that the concept of parental involvement includes all the activities to support their children’s schooling, regardless of activity types. In a comparison of their beliefs and their practices for involvement, they show accord in terms of the comprehensive nature of parental involvement. However, there were also discrepancies between their perceptions and practices of involvement. To get an understanding of the discrepancy issue, their involvement experiences were explored, based on an empowerment/disempowerment framework. The Korean immigrant mothers showed distinctive features in empowerment and disempowerment while they were involved in their children’s schooling. First, they felt contradictory feelings—guilt and pride-- toward their identity, and this influenced their empowerment and disempowerment. The second feature was the struggles that the Korean immigrant mothers reported: cultural differences, exclusion, and a lack of English skill for involvement. Last, the most salient feature to influence their empowerment/disempowerment was the standard they were using to evaluate their involvement. These findings were discussed in terms of the features of empowerment/ disempowerment and the factors that influenced their empowerment and disempowerment. The Korean mothers’ standard of evaluation was discussed in depth, since it was determined to be the most basic issue to impact their empowerment/ disempowerment experiences. Based on the findings, this dissertation concluded with presenting implications for teachers, educational administrators, and Korean immigrant mothers themselves, and with suggestions for future research. / text

The aim of this study was to explore the experiences of first-generation West African parents raising children in Sweden from social work perspectives. The study investigated the experiences of first-generation West African parents raising children in Sweden that are of relevance to social work. In addition, what ways can social work in Sweden be enhanced to support first-generation West African parents raising their children in Sweden? The study was conducted through a qualitative research design since the focus is to interpret first-generation West African parents’ perspectives and to obtain an in-depth understanding of their experiences. Therefore, semi-structured interviews were conducted to collect data. The findings reveal that first-generation West-African parents face distinctive challenges when raising their children in Sweden to meet dogmatic and legislative requirements in relation to child protective services of the Swedish host society. Therefore, several means such as family therapy, educating the West African parents, cultural competence, etc. are proposed as tools to enhance social work practice. Better yet, they are proposed to ensure social inclusion for West African parents.

Parental involvement in children’s education has been a topic for discussion among educators and researchers for decades worldwide. Studies have shown the positive relationships between parental involvement and children’s education outcome. Yet, there is a gap between what is found in theory and what is practiced in schools. This project investigates the role that teachers can play in the integration and involvement of parents with culturally, linguistically and economically diverse families in the education of their children with a particular focus on immigrant parents. Furthermore, it highlights challenges faced by both teachers and parents regarding parents’ involvement in their children’s education. This research focuses upon a local school in Malmö. It is a qualitative study which explores parental involvement from the teachers’ perspective through semi-structured interviews with three teachers who work in an elementary school in Malmö city. The findings of this project highlighted the complexity within the relationships between parents and their children’s education, both at home, and as well as in connection with school. It has been found that the teachers understand the position of the parents through a deficit theory, which is to place the blame for children’s failure in school on their homes and families. Reasons for this includes parents’ attitudes and approaches to school, parents’ expectations that the school should deal with issues regarding students’ learning, differences in school systems between Sweden and the parents’ home country.

The Individuals with Disabilities Education Act emphasized the importance of parents’ participation in all educational decisions concerning their children with disabilities. However, parents’ ability to actively participate in, and contribute to, their children’s special education process is influenced by a variety of parent and school related factors. For immigrant Latino parents, these factors may include additional issues related to cultural and linguistic diversity not experienced by most parents. This study examined the experiences of immigrant Latino parents when navigating the special education system as well as the impact that such experiences had on parents’ participation in the special education process of their children with disabilities. A researcher-developed survey (Special Education Parent Participation Survey, SPED-PPS) was used to collect the data. Findings indicated that, although about half of the participants were unable to communicate in English with educators, parents still communicated and collaborated often with school personnel. In addition, most immigrant Latino parents trusted professionals working with their children and had a positive perception of school personnel. A minority of parents believed that teachers knew best about their children’s needs, believed that teachers thought that parents interfered too much in their work, and/or felt uncomfortable with having many professionals in the Individual Educational Plan meetings. Immigrant Latino parents’ participation in their children’s special education process appeared to be influenced by the child’s disability as well as parents’ knowledge of the American education system, perception of school personnel, English language communication skills, and ability to confront school personnel about the child’s needs.

The author investigated shared cultural models among nine Latino immigrant parents of children with specific learning disabilities aged 6-12 years old. Interview questions addressed what participants thought it meant to be educated, their descriptions of specific learning disabilities, and their reports of effective teaching methods for their children. Although many varying themes emerged from the interview data, three distinct cultural models surfaced from the data on education and disability. Implications include cultural beliefs informing IEP content, knowledge of cultural models enabling increasingly open communication between school and home, and culturally sensitive classroom instruction.