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Uncovering the processes and consequences of Egyptian immigrant parental involvement in their children’s education: Bridging cultural differences
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In: Theses and Dissertations (Comprehensive) (2017)
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Abstract:
Abstract For more than a decade, researchers have concluded that immigrant parents face several barriers to becoming involved in their children’s education. All studies agree that language and cultural differences are the most significant barriers to immigrants’ involvement in their children’s education, yet we know little about what these cultural differences are and how these cultural differences influence the school involvement of immigrant parents. This study integrates theories of cultural differences, acculturation, and culture shock and the corresponding literature to investigate the lesser involvement of immigrant parents in school-related activities. A focused ethnographic design was employed and a thematic analysis was conducted on data resulting from interviews comprised of hypothetical scenarios and open-ended questions given to twenty Egyptian immigrants and ten school personnel of the Waterloo Region District School Board. In addition, several close-ended questions were asked of Egyptian participants for the purpose of collecting demographic and language information. The findings of this study were categorized under four major themes of home-school relationship, cultural differences, acculturation journey, and resilience. Parent participants of this study had both positive and negative experiences with the Ontario educational system, were mainly involved in home-related activities and less involved in school-related activities, and had faced several barriers to their parental involvement in their children’s education. Unlike previous studies, this study found that cultural differences have both positive and negative influences on Egyptian immigrant parental involvement in their children’s education. The three identified cultural differences in this study are the consequences of the determined four cultural dimensions (high power distance, collectivism, high uncertainty avoidance, and high context); the differences between Ontario’s educational system and the educational system in participants’ home country; and the differences between the ways in which participants and school personnel expressed their concerns. In addition, the findings of this study provide an understanding of the conditions, processes, and outcomes of the acculturation journey that influence parent participants’ involvement in their children’s education. This study concludes by providing a comprehensive model to understand Egyptian parental involvement in their children’s education. The implications of this study are of special interest to school personnel, social workers, settlement workers, educators, researchers, and any stakeholders who work with immigrants in order to provide immigrants with the services that best meet their needs.
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Keyword:
Acculturation; and Historical Methodologies; and Multicultural Education; and Research; and Society; Bilingual; Civic and Community Engagement; Community-Based Research; Comparative; Critical and Cultural Studies; Cultural differences; Education Policy; Educational Assessment; Educational Leadership; Educational Sociology; Evaluation; Family; Hypothetical scenarios; Immigrants; Inequality and Stratification; International and Intercultural Communication; Leadership Studies; Life Course; Multicultural Psychology; Multilingual; Parental involvement in children’s education; Politics and Social Change; Qualitative; Quantitative; Race and Ethnicity; Resilience; School Psychology; Social and Cultural Anthropology; Social and Philosophical Foundations of Education; Social Policy; Social Welfare; Social Work
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URL: https://scholars.wlu.ca/etd/1905
https://scholars.wlu.ca/cgi/viewcontent.cgi?article=3016&context=etd
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| 62 |
Les étudiants russes face à l’internationalisation de l’enseignement supérieur
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In: EISSN: 1784-5734 ; Émulations : Revue des jeunes chercheuses et chercheurs en sciences sociales ; https://hal.archives-ouvertes.fr/hal-01386961 ; Émulations : Revue des jeunes chercheuses et chercheurs en sciences sociales, Presses universitaires de Louvain, 2016 (2016)
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| 63 |
Desigualdades no uso corporal dos espaços públicos urbanos na América Latina ...
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| 64 |
Schulsozialarbeit und soziale Disparität. Potenziale und Implikationen aus bildungswissenschaftlicher Perspektive, diskutiert am Beispiel des saarländischen Landesprogramms „Schoolworker“ ...
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| 65 |
Schulsozialarbeit und soziale Disparität. Potenziale und Implikationen aus bildungswissenschaftlicher Perspektive, diskutiert am Beispiel des saarländischen Landesprogramms „Schoolworker“
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In: 2016, 75 S. (2016)
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| 66 |
Neoliberal Caries and Moral Decay: Oral Health Inequalities Along the Texas/Mexico Border
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| 68 |
Cultivating Leaders of Indiana
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In: Engagement & Service-Learning Summit (2016)
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| 69 |
Of All Days: Critical Pedagogy Outside the Classroom
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In: Faculty Publications (2016)
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| 70 |
Academic and social influences of underrepresented adolescents' perceptions of opportunity and plans for the future
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| 71 |
Talking Back, with Reawakened Voices: Analyzing the Potential for Indigenous California Languages Coursework at California Polytechnic State University
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In: Ethnic Studies (2015)
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| 72 |
Racism in contemporary American institutions: a critical, color-blind discourse analysis of sport
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In: Graduate Theses and Dissertations (2015)
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| 73 |
Planting Seeds of Positive Impact: Supporting Students in Poverty and Homelessness
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In: National Youth Advocacy and Resilience Conference (2015)
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Making Content Sticky: What To Do When Students Don't Get It or Can't Remember It
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In: National Youth Advocacy and Resilience Conference (2015)
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| 75 |
Rezension: Cornelie Dietrich: Zur Sprache kommen. Sprechgestik in jugendlichen Bildungsprozessen in und außerhalb der Schule
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 7 ; 1 ; 117-120 ; Dietrich, Cornelie ; 2010 ; Zur Sprache kommen: Sprechgestik in jugendlichen Bildungsprozessen in und außerhalb der Schule ; Weinheim ; Juventa ; 978-3-779-90714-5 (2015)
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| 76 |
Jugendarbeiter_innen in Jogginghosen. Jugendliche Perspektiven auf die Bedeutung von Herkunft und Klasse für die Zusammensetzung von Teams in der Offenen Jugendarbeit in Wien
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| 77 |
Adult education, social transformation and the pursuit of social justice
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In: 50 ; 3 ; 245 ; 249 (2015)
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| 78 |
Networked and disconnected : Latino/Hispanic immigrant youths, digital media, and assimilation into the U.S
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| 79 |
Posicionaments polítics i centralitat social. Una lectura de les distàncies polítiques i culturals entre els joves catalans
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| 80 |
Healing Our Race-Linked Wounds
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In: Carroy U "Cuf" Ferguson, Ph.D. (2015)
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