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dc.contributor.authorSejmenovic El Werfalli, Mejra
dc.date.accessioned2014-11-10T18:40:24Z
dc.date.available2014-11-10T18:40:24Z
dc.date.issued2014-11-10
dc.identifier.urihttp://hdl.handle.net/10464/5856
dc.description.abstractAbstract The main focus of this qualitative research was to explore how parents from different national backgrounds see their role in their children’s education inside and outside of school. Although greater recruitment was described and sought after, this qualitative research gathered data from two immigrant female parents from a community parents’ group located in Ontario, Canada. Data were collected through face-to-face interviews with each participant using open-ended questions asking about the different ways these mothers, along with their spouses, were involved in their children’s education. Moreover, questions were designed to find out what alternatives parents use to support their children’s learning. The main question driving this research was “How are immigrant families currently involved with their children’s education inside and outside of school?” NVivo, 10 was used to code the transcripts giving rise to themes which could then be utilized to explain and explore the research question. The findings of this research are congruent with past research and demonstrate that immigrant mothers are more involved than the fathers are in their children’s education (Grolnick & Slowiaczek 1994; Peters, Seeds, Goldstein, & Coleman, 2008). A specifically important finding in this research is that schools are perceived by the immigrant mothers in this study as not doing enough to actively engage immigrant parents in their children’s education. On the other hand, findings also show that parents are eager to find different avenues to get involved and help their children succeed.en_US
dc.subjectimmigrant mothersen_US
dc.subjectparent involvementen_US
dc.subjectchildren's learningen_US
dc.titleHow Immigrant Mothers Contribute to Their Children’s Learning Inside and Outside of Schoolen_US


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