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.

Author Type

Graduate Student

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

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Mar 28th, 5:40 PM Mar 28th, 6:30 PM

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.