Parental Aspirations and Investments in the Educational Achievements of African Immigrant Students

• In Event: 69.057 - Roundtable Session 32
  In Roundtable Session: 69.057-4 - Immigrant Students Engaging With Privilege, Power, and Social Capital

Abstract

Two hundred and five African-born immigrant parents from a metropolitan city in the United States were surveyed using the modified Longitudinal Immigrant Student Adaptation Questionnaire. The responses of the questionnaire were analyzed using Chi-square test (n = 205) and interviews (n = 45). Findings from the quantitative data show relationships between parents’ income, educational level, family structures, and academic performance of their children. Interview findings reveal that hard work and resilience to succeed, parental expectation and academic goals, parental support and investment in education, parental involvement, parent-teacher interactions, and parental educational experiences influenced parents to support their children’s education.

Author

• Alex Kumi-Yeboah, University at Albany - SUNY