Behind Successful Refugee Parental Engagement: The Barriers and Challenges

Autor/inn/en	Zaidi, Rahat; Oliver, Christine; Strong, Tom; Alwarraq, Hanan
Titel	Behind Successful Refugee Parental Engagement: The Barriers and Challenges
Quelle	In: Canadian Journal of Education, 44 (2021) 4, S.908-937 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Barriers; Refugees; Parent Participation; Parent School Relationship; Foreign Countries; Arabs; English Language Learners; Urban Areas; Elementary Secondary Education; Readiness; Acceleration (Education); Parent Background; Interpersonal Communication; Volunteers; Parent Role; Participative Decision Making; Cooperation; Canada; Syria; Iraq + Suchen Sie Ihr Suchwort? Flüchtling; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Arab; Araber; Urban area; Stadtregion; Acceleration; Beschleunigung; Elternhaus; Interpersonale Kommunikation; Freiwilliger; Parental role; Elternrolle; Co-operation; Kooperation; Kanada; Syrien; Irak
Abstract	This two-year study examined the barriers and challenges encountered by refugee parents as they negotiate their children's successful transition into a new school system. The researchers sought to determine what can be learned from parent and educator experiences of these obstacles in order to optimize parent-teacher collaboration for refugee families. Contextualized within a LEAD (Literacy, English and Academic Development) program in an urban centre in Western Canada, the study triangulated data from focus groups comprising Syrian and Iraqi Arabic-speaking families, teachers, and settlement workers. The data were qualitatively analyzed by incorporating Epstein's six types of parental involvement, a culturally responsive model accounting for parental engagement within the context of home-school-community collaboration (Epstein & Sheldon, 2006). From this model, the researchers make recommendations that include province-wide initiatives to support leadership and teacher training, mandated programming to support refugee and immigrant youth, and the establishment and expansion of board and in-school settlement best practices province-wide. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01