An Examination of Parental Involvement Practices in Their Children's Schooling by Zimbabwean Immigrant Mothers in Cincinnati, Ohio

Autor/inn/en	Nyemba, Florence; Chitiyo, Rufaro A.
Titel	An Examination of Parental Involvement Practices in Their Children's Schooling by Zimbabwean Immigrant Mothers in Cincinnati, Ohio
Quelle	In: Diaspora, Indigenous, and Minority Education, 12 (2018) 3, S.124-138 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nyemba, Florence)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2017.1408585
Schlagwörter	Immigrants; Mothers; Parent Participation; Semi Structured Interviews; Correlation; Academic Achievement; Mother Attitudes; Elementary Secondary Education; Cultural Background; Foreign Countries; Parent Child Relationship; Parent Teacher Cooperation; Participative Decision Making; Participant Characteristics; Zimbabwe; Ohio (Cincinnati) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Mother; Mutter; Elternmitwirkung; Korrelation; Schulleistung; Mutterliebe; Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Simbabwe
Abstract	This study examined parental involvement practices by Zimbabwean immigrant mothers in Cincinnati, Ohio. Research had shown the link between parental involvement and children's academic success. We draw upon Epstein et al.'s (2002) parental involvement framework to examine how Zimbabwean immigrant mothers participate in their children's schooling and the challenges they encounter when they try to be involved. Semistructured interviews, which were analyzed using thematic coding, were conducted with mothers whose children were enrolled in Grades K--12. Results indicate a high participation rate among Zimbabwean immigrant mothers in their children's education. Participants shared their understanding of parental involvement in the United States after being involved in their children's education. Our implications call for action by teachers, school administration, and educational stakeholders to develop a better understanding of immigrant children's cultural backgrounds to help them succeed in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01