Parental Involvement and Immigrants: Suggestions for Future Teacher Education

By Naoko Ozaki and Kako Koshino.

Published by The Humanities Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Teacher education programs provide courses which equip pre-service teachers with knowledge on how to teach a particular subject and psychology of particular age groups. Although parental involvement is widely recognized as an important part of children’s academic achievement, the U. S. teacher education programs place little emphasis on practical suggestions for how to involve parents (Greenwood & Hickman, 1991). With today’s high mobility in immigration, this is no longer a topic of concern in the U. S. alone. Advocacy is an important part of parental involvement, because parents need to be able to express their concerns and desires to teachers in the best interest of their children. Even if immigrant parents of linguistic minority groups want to be involved with their children’s schools, they may face barriers such as discrimination, linguistic and cultural differences, poverty, and time constraints.

Keywords: Immigrant Parents, Parental Involvement

International Journal of the Humanities, Volume 6, Issue 1, pp.99-104. Article: Print (Spiral Bound). Article: Electronic (PDF File; 571.138KB).

Naoko Ozaki

PhD Candidate, Language Education, Indiana University, Bloomington, Indiana, USA

Kako Koshino

PhD Student, Language Education, Indiana University, Bloomington, Indiana, USA


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