What We Can Learn From Immigrant Parents and Teachers Talking Together

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: How Do We Discuss This? Facilitating Equity Literacy and Community Partnership via Discussion Formats

Abstract

Overview & Objectives

Midwestern school districts are transformed when immigrant families arrive in rural communities often unprepared to meet the needs of immigrant families (Fox, et al., 2017; Maharidge, 2005). Both school faculty/administrators and immigrant parents are challenged as they learn to communicate. Because US educational practices signal that parent participation is an expectation not a choice, understanding how effective communication occurs for immigrant parents and teachers (Olivos, et al. 2012) is central to equity literacy.

We share research findings when teachers and immigrant parents engage in conversations where stories are the basis for parent-teacher interactions (Tuhiwai Smith, 2012). Building from prior research (authors), we document who has and takes up the power to speak which is evidence of authority and power to be heard and believed (Janks, 2010). Our research emerges from a campus-community partnership sustained for 25+ years.

Perspectives

A wealth of studies document communication challenges experienced by immigrant parents and teachers (i.e., Suárez-Orozco, et al., 2008, Turney & Kao, 2009). At least two gaps appear in these studies. First, the voices of immigrant parents are rarely present thus leaving unaddressed questions related to parent perspectives and communication experiences. Second, while research supports parent involvement for racially/ethnically, culturally, and linguistically diverse families, few successful programmatic examples are reported. Our research intends to address these gaps.

Methods

Immigrant families have resided in rural East Town (pseudonym), a small midwestern community since early 1900s. At present, 62% of elementary children speak a first language other than English. The author facilitates a literacy program for Immigrant adults/parents who seek to expand English literacy while also supporting first language literacies. Local teachers’ attitudes vary from offering immigrant parents support and teachers who critique parents whose English is limited and have irregular conferences attendance.

Parents and teachers were recruited to share “life stories” in a conversation-like setting. Guided by culturally-humble research approaches (Tuhiwai Smith), conversation groups were organized with two immigrant (Spanish-speaking) parents and one teacher. Because immigrant adults describe collectivist notions of learning and utilize co-constructed strategies, this approach intends to address dissonance immigrant adults might experience as research participants (Authors). A native Spanish speaker translated in the moment to facilitate story sharing. Individual follow-up interviews allowed us to gather reflections, insights, and recommendations. Data includes transcribed story conversations and follow-up interviews.


Findings & Significance

“Difference is structured according to existing relations of power [and] produces social disparities” (Janks, p.127). Analyses (Clandinin & Connelly, 2000) of language reveals relationships between power and access: access to English affords power to some and regularly denies opportunities for English-learning parents. Both immigrant parents and teachers use the power of English for different purposes. Findings are organized according to how English provides access, who gets access, who creates access, and which agents and actions are at play in communications.

Too often parents are overlooked in educational programming. All parents but particularly immigrant parents deserve to be included in equity frameworks (Gorski & Swalwell, 2017). Parents’ challenges also illuminate the issues their children face.

Authors

• Carolyn A. Colvin, University of Iowa

• Elizabeth Willmore, University of Iowa

• Daisy Patino, The University of Iowa