There is a significant body of research that establishes the benefits of early parental involvement in schools. However, very little attention has been devoted to exploring the experiences and expectations of immigrant Pakistani parents in this context. For this study, the researcher explored the experiences and expectations of immigrant Pakistani parents regarding parental involvement in their children's schools in the United States. The theoretical perspectives that guided this study were based on the teachings of Bronfenbrenner, Epstein, and Spry and Graham who explained how the environment and the surrounding community influence the child. A qualitative research design, using a phenomenological lens, was employed to interview eight Pakistani parents from diverse backgrounds. This ensured that a wide range of Pakistani parental experiences were observed and recorded. The primary data collection instruments were interviews, and publically available documents from the school websites.
Findings from the study demonstrate that Pakistani parents are very involved in their children's schooling. Their involvement includes the academic realm as well as
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 74/11(E), Dissertation Abstracts International|
|Keywords:||Immigrants, Pakistani parents, Parental involvement|
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