Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Authors

  • Sandra M. Gonzales Wayne State University
  • Susan L. Gabel Wayne State University

DOI:

https://doi.org/10.18251/ijme.v19i2.1376

Keywords:

parental Involvement, multicultural education, subtractive schooling, bilingual learners, teacher education

Abstract

In the United States parental involvement is an important part of a child’s education, and teachers often rely on parents to boost student achievement. This qualitative analysis employs a two-step process, first examining the data with regards to parental involvement and then using critical theories in education to examine the intersections between parental involvement findings and subtractive schooling practices in order to highlight how educational praxis, teacher perspectives, and school climate impact both parental involvement and school achievement for culturally and linguistically diverse (CLD) students.

Author Biographies

Sandra M. Gonzales, Wayne State University

Assistant Professor Bilingual-Bicultural Education Program Division of Teacher Education

Susan L. Gabel, Wayne State University

Professor, Inclusive and Special Education

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Published

2017-06-29

How to Cite

Gonzales, S. M., & Gabel, S. L. (2017). Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education. International Journal of Multicultural Education, 19(2), 61–81. https://doi.org/10.18251/ijme.v19i2.1376

Issue

Section

Articles (Peer-reviewed)