Date of Award
Administrative and Instructional Leadership
KATHERINE C AQUINO
An extensive body of research has established the positive impact that parental involvement has on student academic, social, and emotional performance and well-being. These benefits are, however, not enjoyed by all students due to a string of logistical, communicative, perceptual, and cultural obstacles. The purpose of this study is to investigate the phenomenon of parental involvement as perceived and practiced by Arabic speaking parents in American public schools. This research is guided by the six typologies of Epstein’s parental involvement model (1995, 2007, and 2012) and Khalifa’s four strands of culturally responsive school leadership (2016). Through a descriptive single case study, the researcher conducted virtual semi-structured individual interviews of 16 Arabic speaking parents, two focus groups of eight paraprofessionals, and three community-based leaders to explore the challenges that Arabic speaking parents face as they strive to support their children in education. The results of this study yielded three major themes: cultural and religious mismatch, communicative barriers, and logistical obstacles. The research provides district and school leaders with a series of culturally responsive recommendations to address these obstacles. The study is significant in that it added new cultural insight to a limited body of research about the Arabic speaking parents’ involvement in their children’s education.
Elabida, Aziz, "INVISIBLE DOESN'T MEAN INACTIVE: PERSPECTIVES AND RECOMMENDATIONS OF AN ARABIC SPEAKING COMMUNITY ON PARENTAL INVOLVEMENT AND CULTURAL RESPONSIVENESS" (2022). Theses and Dissertations. 372.