Student Voice: Which Supportive Parental Behaviours First-Generation Immigrant Students in Australia Find Beneficial

Autor/inn/en	Malaeb, Fatin T.; Ware, Vicki-Ann
Titel	Student Voice: Which Supportive Parental Behaviours First-Generation Immigrant Students in Australia Find Beneficial
Quelle	In: British Educational Research Journal, 49 (2023) 4, S.852-873 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ware, Vicki-Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3871
Schlagwörter	Foreign Countries; Parent Participation; Refugees; Immigrants; Elementary School Students; Secondary School Students; Parent Child Relationship; Positive Reinforcement; Role Models; Interpersonal Communication; Decision Making; Problem Solving; Australia + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Flüchtling; Immigrant; Immigrantin; Immigranten; Sekundarschüler; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Identifikationsfigur; Interpersonale Kommunikation; Decision-making; Entscheidungsfindung; Problemlösen; Australien
Abstract	There is considerable evidence that parents/guardians play an important role in their children's education. The supportive behaviours of parents have important implications for children's learning. However, most research in this area has focused primarily on the perspectives of school leaders, teachers and parents. One area that thus remains relatively under-studied is student perspectives on what constitutes beneficial parental supports. This research explores two case studies: one with primary school students, the other with secondary students. Both studies interviewed students from former-refugee and non-English speaking backgrounds who had recently settled with their families in Australia. The students were asked to reflect on supportive behaviours of their parents/guardians relating to their education. Findings suggest that despite many barriers, parents demonstrated high levels of support for their children's education. By foregrounding student voice, this study identifies several types of parental behaviours that students find most helpful for effective learning. These include: affirmation, role-modelling, backup supports, conversations and discussions, encouragement and advice, and decision-making and problem-solving. Students' responses suggest that slightly different sets of behaviours may be required at primary and secondary levels. This study highlights the types of supportive parental behaviours which schools could encourage, to help parents maximise the impacts of their supports for students, so these students are enabled to achieve effective learning and--more broadly--educational and career aspirations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01