{"id":13,"date":"2020-02-27T20:43:58","date_gmt":"2020-02-27T20:43:58","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020\/?page_id=13"},"modified":"2020-05-16T14:36:14","modified_gmt":"2020-05-16T18:36:14","slug":"synthesis-of-scholarly-articles","status":"publish","type":"page","link":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-jwadhwa\/syntheses\/synthesis-of-scholarly-articles\/","title":{"rendered":"Synthesis of Articles"},"content":{"rendered":"

Creating Meaningful Engagement: a look into the role of immigrant parents and\u00a0their interaction with the education system<\/strong><\/p>\n

Immigrant students are said to start their formal education at a disadvantage. In an article \u201cLatino Immigrant Students\u2019 School Experiences in the United States: The Importance of Family\u2013 School\u2013Community Collaborations\u201d Sibley and Braback explain that, \u201cimmigrant students are less likely to graduate high school compared to children of native-born parents and during adolescence may experience isolation from U.S. peer group\u201d (Sibley and Brabeck, 2017, p.137). These disadvantages are amplified by the lack of parental engagement in early schooling. Sibley and Brabeck exemplify the importance of this engagement in their research study looking at the family-schools-community model. Building off of this, Pirchio et al. looks at how parents and teachers collectively shape stereotypes and behaviors in immigrant children.<\/span> In addition, a practitioner article from Colvin et al. offers insights into the myth that immigrant parents don\u2019t care about their children and another practitioner article discusses how teacher\u2019s existing prejudices about immigrant parents \u2013that they are less involved\u2013 is restricting parents from attempting to engage. All of these articles, collectively, can be used to find meaningful solutions to engage immigrant parents in the educational system.\u00a0<\/span><\/p>\n

Sibley and Brabeck outline how the family to school to community model is crucial for student success. They focus on the three periods of educational growth, elementary school, intermediate\/middle school and high school. Within each of these, they prove that, \u201ccommunities and schools play a key role in determining the extent to which families are aware of opportunities to be involved at the school and can take advantage of educational opportunities for their children\u201d (Sibley and Brabeck, 2017 p.148). They show that, at each stage of development, when the family is involved, the student is benefited. Sibley and Brabeck however also highlight that the parents must be aware of how they are supposed to be involved in order to initiate the engagement themselves, this is the most critical aspect to instilling this relationship. One of the things preventing the transmission of knowledge is teacher stereotypes about immigrant students and parents.\u00a0 Teachers personally interact and engage directly more with non-immigrant parents (Pirchio et al. 2018, p.84). In addition, parents deemed \u201cauthoritarian\u201d are proven to be more involved and more interacted with in their child\u2019s education and in this study, none of the immigrant parents were deemed authoritarian parents (Picicio et al. 2018 p.83). Colvin et al. (2017) says, \u201cadministrators and teachers expressed concern that because of immigrant parents\u2019 perceived lack of school participation, they had come to believe these parents cared less about their children\u2019s academic success\u201d (p.140). This disconnect between parental and systemic expectations for parents explains the statement from Colvin. \u00a0The direct implications of stereotyping immigrant parents is further analyzed in the practitioner article by Schwartz. Schwartz analyzes and explains how these implications actually harm the student. Schwartz says, \u201cStudents whose teachers thought their parents were less engaged had lower grade point averages and were less likely to be recommended for honors or Advanced Placement courses\u201d (Schwartz 2018). Teachers are inadvertently harming students by applying personal opinions that in turn, prevent parents from engagement.<\/span><\/p>\n

The combined work of these studies and articles demonstrate the need for enhanced communication between parents and teachers. \u201cThere is evidence that a kid’s GPA is not just based on a kid’s performance,” said Hua-Yu Sebastian Cherng, an assistant professor of international education at New York University. “It’s not just based on what they’re doing in that classroom. It’s actually based on the kid’s teacher.” (Schwartz 2018). In minimizing teacher stereotyping, parents will be able to engage themselves. Both collectively have the necessary knowledge to make children succeed and it is time that this is recognized and taken advantage of.\u00a0<\/span><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Creating Meaningful Engagement: a look into the role of immigrant parents and\u00a0their interaction with the education system Immigrant students are said to start their formal education at a disadvantage. In an article \u201cLatino Immigrant Students\u2019 School Experiences in the United States: The Importance of Family\u2013 School\u2013Community Collaborations\u201d Sibley and Braback explain that, \u201cimmigrant students are […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":10,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-13","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-jwadhwa\/wp-json\/wp\/v2\/pages\/13","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-jwadhwa\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-jwadhwa\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-jwadhwa\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-jwadhwa\/wp-json\/wp\/v2\/comments?post=13"}],"version-history":[{"count":0,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-jwadhwa\/wp-json\/wp\/v2\/pages\/13\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-jwadhwa\/wp-json\/wp\/v2\/pages\/10"}],"wp:attachment":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-jwadhwa\/wp-json\/wp\/v2\/media?parent=13"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}