First Advisor

Walker, Dana

Document Type

Dissertation

Date Created

12-1-2014

Department

College of Education and Behavioral Sciences, Teacher Education, Teacher Education Student Work

Abstract

This multi-case dissertation describes a qualitative inquiry into the experiences of Ethiopian immigrant parents and elementary school teachers with respect to their perspectives on their relationship for serving the educational needs of select Ethiopian children. Data obtained from interviews and observations of three Ethiopian parents and three elementary school teachers in a large school district in the Rocky Mountain region demonstrated that (a) there was similarity across cases regarding lack of teacher preparation in working with diverse students; (b) barriers to communication between parents and teachers include language and cultural differences and parents‘ invisibility in schools; (c) parents are unfamiliar with the Special Education IEP (Individualized Education Program) and resist it; (d) as a result of living in different countries and speaking multiple languages, some Ethiopian parents have knowledge and forms of cultural capital that could be leveraged in schools-community partnerships; (e) Ethiopian parents can bring social views shaped by stratified class relations in their home country, to their assessments of educators in the United States; (f) parent views of teacher behaviors can influence Ethiopian student attitudes toward teachers as well as their iiiThis multi-case dissertation describes a qualitative inquiry into the experiences of Ethiopian immigrant parents and elementary school teachers with respect to their perspectives on their relationship for serving the educational needs of select Ethiopian children. Data obtained from interviews and observations of three Ethiopian parents and three elementary school teachers in a large school district in the Rocky Mountain region demonstrated that (a) there was similarity across cases regarding lack of teacher preparation in working with diverse students; (b) barriers to communication between parents and teachers include language and cultural differences and parents‘ invisibility in schools; (c) parents are unfamiliar with the Special Education IEP (Individualized Education Program) and resist it; (d) as a result of living in different countries and speaking multiple languages, some Ethiopian parents have knowledge and forms of cultural capital that could be leveraged in schools-community partnerships; (e) Ethiopian parents can bring social views shaped by stratified class relations in their home country, to their assessments of educators in the United States; (f) parent views of teacher behaviors can influence Ethiopian student attitudes toward teachers as well as their behavior in the classroom; and (g) the district cultural liaisons are instrumental in facilitating communication and collaboration between parents and teachers. This study contributes to a more inclusive discourse on immigrant parents and teachers‘ relationship. iv

Abstract Format

html

Keywords

Ethiopia -- Emigration and immigration; Elementary school teachers; Parent-teacher relationships; Immigrants -- Ethiopia

Extent

213 pages

Local Identifiers

Nagasa_unco_0161D_10377

Rights Statement

Copyright is held by author.

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