Areas of Disconnect Between Immigrant Parents and Language-Related School Practices

• In Event: 41.084 - Roundtable Session 16
  In Roundtable Session: 41.084-9 - Notions of Parental "Support" and Schooling

Abstract

This research describes the gap between the intent and functionality of language-related school practices aimed to reduce educational inequalities that are experienced by students from immigrant families in two Southeastern school districts, one urban and one suburban. Using qualitative data collected primarily from interviews with both immigrant parents of school children and school district administrators, we examine some of the interpretations and perceptions that leave communication gaps between schools and the Latina/o and Chinese students and parents they serve. Findings shed light on the sometimes subtle cultural misunderstandings that prevent good-faith efforts by schools to provide effective services for students from immigrant families.

Authors

• Gina Arnone, University of North Carolina - Chapel Hill

• Rebecca S. New, University of North Carolina - Chapel Hill