From Refugee Camps to American Public Schools: Understanding Parental Involvement of African Refugee Parents

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Title From Refugee Camps to American Public Schools: Understanding Parental Involvement of African Refugee Parents
Creator Nerima Pasic
Subject MACL
Description Three families from Somalia and one family from Sudan participated in this study. All participants were single mothers whose husbands were pronounced missing during the civil wars in Somalia and Sudan. The qualitative study gathered data about the parent-school relationship using semi-structured interviews and field notes. Regardless of differences in age, country of origin, household size, and other characteristics, three themes emerged: cultural capital, social capital, and lack of formal education. All mothers demonstrated high expectations for their children such as successful completion of high school followed by a college education. The lack of previous formal education and illiteracy in mothers' native language were identified as the main causes of parents' slow integration into a new environment and an obstacle in parent-teacher communication. The blame for students' low achievement in schools is usually related to the language barrier, inadequate schooling, and low parent involvement in their children's education. There is a very limited amount of research that recognizes refugees' culture and parent-children bond as an asset. I believe the findings from this study will help all local community organizations and educators better understand the role of the family in the process of refugee youth's adaptation to the American school system.
Publisher Westminster College
Date 2014-04
Type Text; Image
Language eng
Rights Management Digital copyright 2014, Westminster College. All rights Reserved.
Metadata Cataloger Christopher Dasanjh
ARK ark:/87278/s6jt2zj8
Setname wc_ir
Date Created 2014-06-10
Date Modified 2014-06-10
ID 1094070
Reference URL https://collections.lib.utah.edu/ark:/87278/s6jt2zj8
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