School Involvement of Immigrant Parents of Special Education Students: A Comparison of Immigrant Cultural Groups

• In Event: Marriott Roundtable Session 18
  In Roundtable Session: Intersections of Family and School

Abstract

Sixty-six immigrant parents of Asian, Caribbean/African, and Hispanic/Latino students with disabilities from three highly diverse districts were surveyed regarding school involvement. There were no significant differences between groups, but all rated school communication about transitional planning lowest. Twenty parents were interviewed and responses coded using Epstein’s framework. The groups differed in their interpretation of involvement, ability to participate, and advocacy for their child. Interviews from six South Asian parents were analyzed using Bronfenbrenner’s ecological systems theory. Specific aspects included participation of live-in grandparents, economic stressors, acceptance of school authority, low advocacy, focus on academic learning, and the influence of religious beliefs. The findings provide guidance for schools and educators for differentially communicating with, and engaging parents from the three groups.

Author

• Rene S. Parmar, CUNY Lehman College