literature review​

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timer Asked: Nov 13th, 2017

Question Description

write literature review 3 pages with quote and references

about this topic ( Understanding low expectations of the special education teachers for their students ).

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Literature Review Immigrant parents Parents are the most valued factor for their children to reach success in their education lives. Parents have the responsibility for their children's education. They need to exert a great effort with their children because guidance for children is very tough. Eskelsen and Thornton, (2014) mentioned that involvement of parents in school is very important to set their children's goals and build up achievement of these goals. Also, the relationship between the parents and teachers must improve to aid their children's education and guide their children on the right way. Among these parents, immigrant parents play the same valuable roles in their children’s academic level and perhaps even more so. The involvement of immigrant parents in their children’s’ school lives is of high importance and heightened difficulty. Some of those parents who came to U.S. for education want to be more active in their children’s school. Those parents believe that the opportunity for their children studying in U.S is significant as they have had that same opportunity in their native country. In fact, according to Fuligni & Yoshikawa (2002) many immigrant parents who came to U.S. seeking education believe that education is the only opportunity for their children's success in the future. Education is highly valued from the perspective of the immigrant parents who make a major an investment to get their children in an American school as compared to American-born parents. Nam and Park (2014) indicated, “Parent involvement in communication is the most significant factor affecting the immigrant parents’ perceptions of parent involvement as related to any variables”. However, because of some factors such as culture, language, and lack of information, most of the immigrant parents cannot communicate with their children’s schools. Poza, Brooks, and Valdés, (2014) reported that the limited involvement of Latin American immigrant parents is evidenced by their absence at school events and insufficient face-to-face communication with teachers and school administration. Lack of Information Most immigrant parents are not familiar with the American education system. Because of this they may struggle communicating with their children’s school (Griffin and Galassi, 2010). Determining how to get extra help for their children when they need it is one of the challenges that immigrant parents face (AlHassan, 2002). Many immigrant parents have dreams and expect that their children will graduate high school and then attend a good university, but they have limited knowledge of how to help their children reach those goals (Sobel, .)2007 There are many ways that school can help immigrant parents, helping them feel and actually be more involved. For instance, parents need repeated and clear information about their child’s progress; it is not enough to receive progress reports only once a semester. Also, because many issues can arise when children have problems at school, immigrant parents need to be reached out to and not just expected to show up as the child’s advocate. Furthermore, they cannot be expected to advocate alone since there may be a serious language barrier and because they also might be unfamiliar with their legal rights and the practices of the educational system in the United States (Hill, Dubay, Kenney, Howell, Courtot, and Palmer, 2008). Culture and Adaptation When attempting to understand immigrant parents, knowing their culture is the best way to communicate with them (Chamberlain 2005). Immigrant parents came from disparity of cultures, languages, and beliefs. Most of these factors affect their involvement with their children’s school. Yan (2012) stated, “Parents reported that sometimes teachers misinterpreted students’ behaviors due to a lack of knowledge of students’ cultures”. Culture can shake immigrant parents to communicate with schools, just as culture might affect their children’s behavior in their class. A study by Nam and Park (2014) reported when schools offer activities and programs, they should think about parents’ cultures. In addition, most of the immigrant parents look at their involvement in their children’s school through the lens of their native culture. Language Limitation of English proficiency is one factor that may impact immigrant parents’ participation in their children’s education more than any other. Limitations of English can make immigrant parents feel uncomfortable and sometimes intimidated to engage with teachers or school personnel. On the other hand, parents who have strong English skills are more active with schools (Holman, 1997). The level of English language affects positively or negatively the immigrant parents’ communication with teachers or school districts (Al-Hassan,2002). Ruiz (2012) indicated the low of immigrant parents’ language caused them to be uncomfortable. Yan, (2012) found that a child’s first language is important and valued in the immigrant family’s lives. However, as was found in the Yan (2012) study, 36 out of 38 parents felt their children’s schools ignored their child’s previous language knowledge. Passing on and retaining original languages is important because it is a means of staying connected to relationships, preserving cultural values, and knowing one’s own history. Teachers and School Personnel Improving the relationship between teachers and immigrant parents is the most effective way to impact the involvement of parents in their children’s education. Thao, and Wilder, (2009) stated “Teachers and school staff play important roles in engaging parents and creating a welcoming school environment for diverse families” (p.2). Immigrant parents want to see a return on their hard work of getting their family to their desired location in the world. They, like all parents want to see their children do well and succeed. Parental involvement is essential to the academic success of children. But if there is a disconnect between the school and the parents, the two adult guides for children, all involved suffer. Schools must encourage and make it easier and even possible for parents to seek information from their children's teachers that they can know their children’s progress. Those parents who believe it is hard connecting with teachers encounter a major barrier that may preclude the success of their children’s academic career (Griffin and Galassi, 2010). Sobel and Kugler (2007) agree that faculty members should communicate to immigrant parents, taking the first step to building a relationship between them. But understandably, faculty members can also feel hesitant since they may only feel comfortable in one or two languages, but not the native language of the immigrant parent. That is why one solution to creating more efficient and successful communication between immigrant parents and teachers would be to increase the number of bilingual staff that can assist school personnel work with immigrant parents and understand the diversity of other cultures (Ramirez, 2003). Furthermore, having bilingual staff experienced in working with immigrant families would make communication even easier. The teachers and staff within them, are the natural solution to strengthening the chances immigrant children and children of immigrant families have to be successful and move up to college if they wish. All children thrive when the adult mentors in their lives are in communication with each other.
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