Experiences and Expectations of Immigrant Pakistani Parents Regarding Parental Involvement in Schools

• In Event: Race and Ethnicity Issues: Asian, Canadian, and American Perspectives

Abstract

This study has explored the experiences and expectations of immigrant Pakistani parents regarding their involvement in their children’s school in the United States. Theoretical perspectives for the study were based on the teachings of Bronfenbrenner, Epstein, and Spry and Graham. A qualitative research design, using a phenomenological lens was employed. Findings demonstrate that Pakistani parents are very involved in their children’s schooling. Although they want their children to succeed in school, they also desire that they maintain their cultural and religious identities. Half of the parents reported at least one negative experience at school. While not all these can be attributed to the terrorist attacks of September 11, 2001, some have undoubtedly occurred because of negative stereotypes that developed subsequently.

Authors

• Fawzia Reza, Rancho Palos Verdes Preschool and Kindergarten

• Jyotsna Pattnaik, California State University - Long Beach