| Summary: | Parental involvement in children’s education has been a topic for discussion among educators and researchers for decades worldwide. Studies have shown the positive relationships between parental involvement and children’s education outcome. Yet, there is a gap between what is found in theory and what is practiced in schools. This project investigates the role that teachers can play in the integration and involvement of parents with culturally, linguistically and economically diverse families in the education of their children with a particular focus on immigrant parents. Furthermore, it highlights challenges faced by both teachers and parents regarding parents’ involvement in their children’s education. This research focuses upon a local school in Malmö. It is a qualitative study which explores parental involvement from the teachers’ perspective through semi-structured interviews with three teachers who work in an elementary school in Malmö city. The findings of this project highlighted the complexity within the relationships between parents and their children’s education, both at home, and as well as in connection with school. It has been found that the teachers understand the position of the parents through a deficit theory, which is to place the blame for children’s failure in school on their homes and families. Reasons for this includes parents’ attitudes and approaches to school, parents’ expectations that the school should deal with issues regarding students’ learning, differences in school systems between Sweden and the parents’ home country.
|
|---|
