Supporting Migrant Parents in Multicultural UK Schools: A Phenomenological Study about Turkish Migrant Parents and Children Perception of School Support — Oak Academic Publishing
Research ArticleOpen AccessGoogle Scholar indexed
Supporting Migrant Parents in Multicultural UK Schools: A Phenomenological Study about Turkish Migrant Parents and Children Perception of School Support
Department of Homeland Security & Criminal Justice, Sul Ross State University, Alpine, TX, USA
,
Turkish National Ministry of Education, Ankara, Türkiye
1 Department of Homeland Security & Criminal Justice, Sul Ross State University, Alpine, TX, USA
2 Turkish National Ministry of Education, Ankara, Türkiye
This phenomenological study examines perceptions of some migrant Turkish parents and children about support provided by schools for parents. Additionally reveals perceptions of some schools about parental support. The study is carried out at two schools with 6 teachers and at a community centre with 7 parents and 5 children. Individual and group interviews were employed to learn about the experiences of parents, students and teachers, about schools, support to migrant parents and its effects on migrant parents’ lives. Findings suggest poor language skills, working full-time, lack of confidence and not being familiar with the education system are big challenges for parents, which prevent them from involving their children’s education and getting into contact with school. It is also found that parents experienced little or no support from school about their challenges and schools that parents are talking about lack different activities to engage parents with their child’s education and make them feel confident. During interviews, there were very limited examples of supportive activities by schools to help parents gain confidence and socialize, but two parents felt more confident and socialized with the help of their daily interaction with the school.
Avvisati, F., Gurgand, M., Guyon, N., & Maurin, E. (2014). Getting Parents Involved: A Field Experiment in Deprived Schools. The Review of Economic Studies, 81, 57-83. https://doi.org/10.1093/restud/rdt027
Boag-Munroe, G., & Evangelou, M. (2012). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard-to-Reach Families. Research Papers in Education, 27, 209-239. https://doi.org/10.1080/02671522.2010.509515
Bush, T. (2012). Authenticity in Research: Reliability, Validity and Triangulation. In A. R. J. Briggs, M. Coleman, & M. Morrison (Eds.), Research Methods in Educational Leadership & Management (pp. 75-89). SAGE Publications Ltd. https://doi.org/10.4135/9781473957695.n6
Busher, H., & James, N. (2012). The Ethical Framework of Research Practice. In A. R. J. Briggs, M. Coleman, & M. Morrison (Eds.), Research Methods in Educational Leadership & Management (pp. 90-104). SAGE Publications Ltd. https://doi.org/10.4135/9781473957695.n7
Cantle, T. (2012). Interculturalism: For the Era of Globalisation, Cohesion and Diversity. Political Insight, 3 , 38-41. https://doi.org/10.1111/j.2041-9066.2012.00124.x
Council of Europe (2008) White Paper on Intercultural Dialogue: Living Together as Equals in Dignity. http://www.coe.int/t/dg4/intercultural/source/white%20paper_final_revised_en.pdf
Creswell, J. W. (2013) Qualitative Inquiry &; Research Design: Choosing among Five Approaches. Sage Publications.
Crozier, G. (2001). Excluded Parents: The Deracialisation of Parental Involvement. Race Ethnicity and Education, 4, 329-341. https://doi.org/10.1080/13613320120096643
Crozier, G., & Davies, J. (2007). Hard to Reach Parents or Hard to Reach Schools? A Discussion of Home—School Relations, with Particular Reference to Bangladeshi and Pakistani Parents. British Educational Research Journal, 33, 295-313. https://doi.org/10.1080/01411920701243578
Cummins, J. (2001). HER Classic Reprint: Empowering Minority Students: A Framework for Intervention. Harvard Educational Review, 71, 649-676. https://doi.org/10.17763/haer.71.4.j261357m62846812
Davies, D., Johnson, V. R., Martinez Gonzalez, R., Icaza, B., Marques, R., Silva, P. et al. (1996). Crossing Boundaries with Action Research: A Multinational Study of School-Family-Community Collaboration. International Journal of Educational Research, 25, 75-105. https://doi.org/10.1016/0883-0355(96)82044-1
Driessen, G., Smit, F., & Sleegers, P. (2005). Parental Involvement and Educational Achievement. British Educational Research Journal, 31, 509-532. https://doi.org/10.1080/01411920500148713
Durán, P. (2003). Children as Mediators for the Second Language Learning of Their Migrant Parents. Language and Education, 17, 311-331. https://doi.org/10.1080/09500780308666854
ECM (2003). Every Child Matters : Presented to Parliament by the Chief Secretary to the Treasury by Command of Her Majesty . TSO Norwich. https://assets.publishing.service.gov.uk/media/5a7c95a4e5274a0bb7cb806d/5860.pdf
ESRC (2012). Framework for Research Ethics (2010 Updated September 2012). Economic and Social Research Council. http://www.esrc.ac.uk/_images/framework-for-research-ethics-09-12_tcm8-4586.pdf
Feiler, A. (2010). Engaging ‘Hard to Reach’ Parents. Wiley. https://doi.org/10.1002/9780470684795
Fontana, A., & Frey, J. (2005). The Interview. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (3rd ed., pp. 695-727). Sage Publications.
Francis, B., & Mills, M. (2012). What Would a Socially Just Education System Look Like? Journal of Education Policy, 27, 577-585. https://doi.org/10.1080/02680939.2012.710014
Gaitan, C. D. (2012). Culture, Literacy, and Power in Family-Community-School–relationships. Theory Into Practice, 51, 305-311. https://doi.org/10.1080/00405841.2012.726060
Harris, A., Power, K. A., & Goodal, J. (2009). Do Parents Know They Matter? Raising Achievement through Parental Engagement. Continuum International Publishing Group.
Heckmann, F. (2008) Education and Migration: Strategies for Integrating Migrant Children in European Schools and Societies: A Synthesis of Research Findings for Policy-Makers. European Commission. https://www.academia.edu/24298917/EDUCATION_AND_MIGRATION_strategies_for_integrating_migrant_children_in_European_schools_and_societies_A_synthesis_of_research_findings_for_policy_makers
Hill, N. E., & Tyson, D. F. (2009). Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement. Developmental Psychology, 45, 740-763. https://doi.org/10.1037/a0015362
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why Do Parents Become Involved in Their Children’s Education? Review of Educational Research, 67, 3-42. https://doi.org/10.3102/00346543067001003
Hoover-Dempsey, K. V., Walker, J. M. T., Jones, K. P., & Reed, R. P. (2002). Teachers Involving Parents (TIP): Results of an In-Service Teacher Education Program for Enhancing Parental Involvement. Teaching and Teacher Education, 18, 843-867. https://doi.org/10.1016/s0742-051x(02)00047-1
Hoover‐Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S. et al. (2005). Why Do Parents Become Involved? Research Findings and Implications. The Elementary School Journal, 106, 105-130. https://doi.org/10.1086/499194
Hornby, G. (2000). Improving Parental Involvement. Cassell Education.
Isik-Ercan, Z. (2010). Looking at School from the House Window: Learning from Turkish-American Parents’ Experiences with Early Elementary Education in the United States. Early Childhood Education Journal, 38, 133-142. https://doi.org/10.1007/s10643-010-0399-8
Kim, Y. (2009). Minority Parental Involvement and School Barriers: Moving the Focus Away from Deficiencies of Parents. Educational Research Review, 4, 80-102. https://doi.org/10.1016/j.edurev.2009.02.003
Knowles, G. (2013). Families Home-School Relations and Achievement. In G. Knowles, & R. Holmstrom (Eds.), Understanding Family Diversity and Home - School Relations (pp. 7-24). Routledge.
Lea, M. (2012). Cooperation between Migrant Parents and Teachers in School: A Resource? Center for Educational Policy Studies Journal, 2, 105-124. https://doi.org/10.26529/cepsj.397
Levine‐Rasky, C. (2009). Dynamics of Parent Involvement at a Multicultural School. British Journal of Sociology of Education, 30, 331-344. https://doi.org/10.1080/01425690902812604
Lichtman, M. (2006). Qualitative Research in Education: A User’s Guide. Sage Publications.
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic Contorversies, Contradictions, and Emerging Confluences, Revisited. In N. K. Denzin, & Y. S. Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 191-215). Sage Publications.
López, G. R., Scribner, J. D., & Mahitivanichcha, K. (2001). Redefining Parental Involvement: Lessons from High-Performing Migrant-Impacted Schools. American Educational Research Journal, 38, 253-288. https://doi.org/10.3102/00028312038002253
Mansour, M., & Martin, A. J. (2009). Home, Parents, and Achievement Motivation: A Study of Key Home and Parental Factors That Predict Student Motivation and Engagement. The Australian Educational and Developmental Psychologist, 26, 111-126. https://doi.org/10.1375/aedp.26.2.111
Moskal, M. (2010). Polish Migrant Children’s Experiences of Schooling and Home-School Relations in Scotland. University of Edinburgh Centre for Educational Sociology (CES) Briefing No:54. http://www.ces.ed.ac.uk/PDF%20Files/Brief054.pdf
Moskal, M. (2014). Polish Migrant Youth in Scottish Schools: Conflicted Identity and Family Capital. Journal of Youth Studies, 17, 279-291. https://doi.org/10.1080/13676261.2013.815705
Newby, P. (2010). Research Methods for Education. Pearson Education Limited.
Portes, A., & Rumbaut, R. G. (2001). Legacies: The Story of the Immigrant Second Generation. Russell Sage Foundation.
Sarantakos, S. (2005). Social Research. Palgrave Macmillan.
Sutherland, A., & Purdy, N. (2006). Attitudes of the Socially Disadvantaged towards Education in Northern Ireland . Department of Education for Northern Ireland (DENI) Research Report No: 40.
Todd, E. S., & Higgins, S. (1998). Powerlessness in Professional and Parent Partnerships. British Journal of Sociology of Education, 19, 227-236. https://doi.org/10.1080/0142569980190205
United Nations (1998) Recommendations on Statistics of International Migration (Revision 1). Department of Economic and Social Affairs Statistics Division. https://unstats.un.org/unsd/publication/seriesm/seriesm_58rev1e.pdf
United Nations (2024) International Migrant Stock . https://www.un.org/development/desa/pd/content/international-migrant-stock
Vincent, C. (2000) Including Parents? Education, Citizenship and Parental Agency. Open University Press.
Vincent, C., & Martin, J. (2002). Class, Culture and Agency: Researching Parental Voice. Discourse: Studies in the Cultural Politics of Education, 23, 108-127. https://doi.org/10.1080/01596300220123079
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Vygotsky, L. S. (1986). Thought and Language (A. Kozulin, Ed., & Trans.). MIT Press.
Walker, J. M. T., Wilkins, A. S., Dallaire, J. R., Sandler, H. M., & Hoover‐Dempsey, K. V. (2005). Parental Involvement: Model Revision through Scale Development. The Elementary School Journal, 106, 85-104. https://doi.org/10.1086/499193
Waterman, R. (2009). Communication Is More than Language: Adult ESL Classes Foster Parent-School Collaboration. Bilingual Research Journal, 31, 227-250. https://doi.org/10.1080/15235880802640698
Whittemore, R., Chase, S. K., & Mandle, C. L. (2001). Validity in Qualitative Research. Qualitative Health Research, 11, 522-537. https://doi.org/10.1177/104973201129119299