Publication Date
2019
Document Type
Dissertation/Thesis
First Advisor
Henning, Mary Beth
Second Advisor
Shin, Eui-Kyung
Degree Name
Ed.D. (Doctor of Education)
Legacy Department
Department of Curriculum and Instruction (CI)
Abstract
This study explored the perspectives of Indian and Pakistani first generation
immigrant parents on how they are involved in their children’s schools and the dynamics that
influenced the involvement. It utilized the frameworks of both cultural-ecological theory and
self-efficacy theory. The study has a qualitative design and data was collected through semi-
structured interviews of 12 males and females parents who belonged to different age groups,
socioeconomic levels, and diverse backgrounds from India and Pakistan followed by a second
interview. Findings from this study demonstrated that the first-generation Indian and Pakistani
immigrant parents are involved in schools in myriad ways. Their involvement is not limited to
their physical presence in school but is present in consistently supporting their children in and
out of school, attending school events, participating in the Parent-Teacher Association,
teacher/parent conferences, and volunteering whenever they can. Parents’ recommendations for
encouraging their participation, significantly included organizing school events in the evening
after work hours, sharing knowledge of resources and choices available in school, having an
interpreter and cultural liaison available, providing parent classes for language development, and
intercultural sensitivity and cultural coaching for teachers and other school staff. The study also
provided valuable suggestions to bridge the gap between the school staff and parents for
providing the best educational resources and opportunities for the students.
Recommended Citation
Siddiqui, Ghazala, "Hearing The Unheard: Perspectives of indian and Pakistani Immigrant Parents on Their involvement in Their Children’s Schools" (2019). Graduate Research Theses & Dissertations. 7665.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7665
Extent
190 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
