Proposal Title
Immigrants and Educational Institutions: Family and Student Perspectives Toward School and Education
Abstract
The purpose of this session is to bring together insights from three research studies (one completed and two ongoing) concerned with documenting the experiences of immigrant populations as they interact with U.S. educational institutions. The session is an opportunity to consider the common and distinct aspects of three qualitative research studies: an inquiry into native Spanish-speaking parents’ experiences regarding their children education; a narrative analysis of Francophone African-born adult family members’ accounts of their children’s language and literacy development at home and in early childhood programs; and a study to identify the obstacles and challenges of undocumented students enrolled in public and private higher education institutions. In their presentations the panelists will illuminate the complex circumstances influencing how the participants in their studies engage with education as well as the choices they made as researchers to design and conduct studies in a manner respectful of the cultural and linguistic diversity of their participants. The panelists will invite discussion about the implications of the studies for educational practitioners and for further research.
Start Date
28-3-2018 5:40 PM
End Date
28-3-2018 6:30 PM
Presentation Type
Panel
Disciplines
Bilingual, Multilingual, and Multicultural Education | Early Childhood Education | Elementary Education | Higher Education
Full Text of Presentation
wf_yes
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons, Elementary Education Commons, Higher Education Commons
Immigrants and Educational Institutions: Family and Student Perspectives Toward School and Education
U-Hall 3-094
The purpose of this session is to bring together insights from three research studies (one completed and two ongoing) concerned with documenting the experiences of immigrant populations as they interact with U.S. educational institutions. The session is an opportunity to consider the common and distinct aspects of three qualitative research studies: an inquiry into native Spanish-speaking parents’ experiences regarding their children education; a narrative analysis of Francophone African-born adult family members’ accounts of their children’s language and literacy development at home and in early childhood programs; and a study to identify the obstacles and challenges of undocumented students enrolled in public and private higher education institutions. In their presentations the panelists will illuminate the complex circumstances influencing how the participants in their studies engage with education as well as the choices they made as researchers to design and conduct studies in a manner respectful of the cultural and linguistic diversity of their participants. The panelists will invite discussion about the implications of the studies for educational practitioners and for further research.
