'Hard-to-Reach' Parents: Immigrant Families' Participation in Schools and the Views of Parent Association Leaders in Spain and the United States

Autor/inn/en	García-Carmona, Marina; Evangelou, Maria; Fuentes-Mayorga, Norma
Titel	'Hard-to-Reach' Parents: Immigrant Families' Participation in Schools and the Views of Parent Association Leaders in Spain and the United States
Quelle	In: Research Papers in Education, 35 (2020) 3, S.337-358 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (García-Carmona, Marina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2019.1568532
Schlagwörter	Immigrants; Parent Participation; Foreign Countries; Parent Associations; Parent School Relationship; Leadership Responsibility; Family Involvement; Parent Teacher Cooperation; Student Diversity; Cultural Differences; Elementary Schools; Spain; New York (New York) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Elternmitwirkung; Ausland; Elternvertretung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kultureller Unterschied; Elementary school; Grundschule; Volksschule; Spanien
Abstract	While research about the significance of parent participation in school is expanding, research about the role of Parent Associations (PA)/Parent and Teacher Associations (PTA) in the integration and participation of immigrant families in schools is limited. This is still the case in Spain and the U.S. despite the continued growth of the immigrant population and that of a scholarship linking parental involvement in school with the improved educational outcomes of their children. This study explores the role of PA/PTAs leaders in the school integration and participation of immigrant families, many of whom are considered 'hard-to-reach.' The objectives are twofold: to contribute new insights with a description of immigrant families' participation in PA/PTAs in two different national contexts; and to bring new insights from the views of PA/PTAs leaders about how to engage and improve the participation of 'hard-to-reach', immigrant families in schools. We compare results derived from in-depth, semi-structured, face-to-face interviews with PA/PTAs leaders in 26 public schools in Granada and New York City. The study yields two main findings: the importance of immigrant families' active participation in the enrichment of schools; and the strategies used by PA/PTAs leaders in the participation and integration of parents in their children's schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01