Advisor
Walker, Dana
Committee Member
Williams, Mia
Committee Member
Milian, Madeline
Department
Teacher Education
Institution
University of Northern Colorado
Type of Resources
Text
Place of Publication
Greeley (Colo.)
Publisher
University of Northern Colorado
Date Created
12-1-2014
Genre
Thesis
Extent
213 pages
Digital Origin
Born digital
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
Degree type
EdD
Degree Name
Doctoral
Place
Ethiopia
Language
English
Local Identifiers
Nagasa_unco_0161D_10377
Rights Statement
Copyright is held by author.
