American Educational Research Journal
Volume 42, Issue 3, 2005, Pages 465-498

The importance of presence: Immigrant parents' school engagement experiences (Review)

Carreón G.P.* , Drake C. , Barton A.C.
  • a University of Texas, Austin, United States, Department of Educational Psychology, School Psychology Program, University of Texas, Austin, TX 78712-0383, United States
  • b Iowa State University, United States, Department of Curriculum and Instruction, Iowa State University, N158 Lagomarcino Hall, Ames, IA 50011, United States
  • c Teachers College, Columbia University, United States, Programs in Science Education, 412 B Main Hall, Columbia University, 525 West 120th Street, New York, NY 10027, United States

Abstract

The authors have been engaged in research focused on how parents in high-poverty urban communities negotiate understandings and build sustaining relationships with others in school settings. In this article, the authors draw upon ethnographic methodology to report on the stories of three working-class immigrant parents and their efforts to participate in their children's formal education. Their stories are used as exemplars to illuminate the challenges immigrant parents face as they work to participate in their children's schooling. In contrasting the three stories, the authors argue that parental engagement needs to be understood through parents' presence in schooling, regardless of whether that presence is in a formal school space or in more personal, informal spaces, including those created by parents themselves.

Author Keywords

immigrants parents Urban education

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-27144509702&doi=10.3102%2f00028312042003465&partnerID=40&md5=30ced4fa314dea9bf79cd8b365a481ae
DOI: 10.3102/00028312042003465
ISSN: 00028312
Cited by: 159
Original Language: English