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

Sandra M. Gonzales, Susan L. Gabel

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.


Keywords


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

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DOI: http://dx.doi.org/10.18251/ijme.v19i2.1376

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