Parent-School Engagement in a Public Elementary School in Southern Arizona: Immigrant and Refugee Parent Perspectives

Autor/in	Snell, Amanda Marie Shufflebarger
Titel	Parent-School Engagement in a Public Elementary School in Southern Arizona: Immigrant and Refugee Parent Perspectives
Quelle	In: School Community Journal, 28 (2018) 2, S.113-138 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Parent Participation; Parent Attitudes; Parent School Relationship; Parent Responsibility; Teacher Responsibility; Native Language; English (Second Language); Language Usage; Elementary Schools; Magnet Schools; Family Role; Family Environment; Bullying; Food; Cultural Influences; Elementary School Teachers; Volunteers; Teacher Attitudes; Arizona + Suchen Sie Ihr Suchwort? Elternmitwirkung; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lehrverpflichtung; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Elementary school; Grundschule; Volksschule; Familienmilieu; Mobbing; Lebensmittel; Cultural influence; Kultureinfluss; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Freiwilliger; Lehrerverhalten
Abstract	This project invited parents who spoke languages other than English at home to share their perspectives (in their native languages) with the elementary school their children attended. The researcher--a volunteer at the school affiliated with a local university--collaborated closely with school staff on this project. Using a funds of knowledge framework, parents were asked about their goals for their children, their children's strengths, and things they taught their children at home, as well as things they liked about the school and concerns they had. Results revealed that parents had high respect for their children's teachers and often saw themselves as collaborators with the school. They viewed themselves as responsible for teaching children respect and manners and the teachers as responsible for academic growth, which at times caused misunderstandings with teachers, who expected parents to support children in specific, academic ways. In addition to sharing how much they believed teachers loved their children, parents expressed interest in maintaining their native languages and concerns about not understanding communication from the school. The following article describes themes in the interviews as well as recommendations based on parent feedback. It also discusses ways the school and the researcher worked together to address this feedback. This research provides a model for other schools wishing to solicit immigrant and refugee parent perspectives, as well as a model for university-school collaborations. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01