The experience of non-francophone parents with children in minority-language french schools in Prince Edward Island: A mixed methods study
Bibliographic record
Abstract
Research indicates that classrooms across Canada and our globe are becoming increasingly multilingual and multicultural. Parent involvement (PI) in schools has frequently been shown to be an important indicator for student literacy and achievement; however, many parents of children in these diverse classrooms are not proficient in the school language and, therefore, their involvement is limited and challenging. This dissertation explores the beliefs, experiences, and involvement of non-francophone (NF) parents with children in French minority-language schools in Prince Edward Island (PEI). Data for this research was collected from an online survey (n=86) and focus group or individual interviews with 38 NF parents whose children attend French schools. Two theoretical models from minority-language education and parent involvement literature were used to frame the study and to analyze the data. The results confirm that the clientele in French schools in PEI is diverse, requiring an expanded definition of the family and parent type. There are many types of NF parents, and many of these parents need assistance to optimize their educational involvement with a child in a French school. The analyses revealed that NF parents had a decreased sense of autonomy, competence, and belonging and that only two of eight potential ways to facilitate PI were functioning for most NF parents with children in French schools. I make recommendations for modifications to the two theoretical models used. I also propose a new theoretical model aimed at reducing barriers to parent involvement by offering differentiated support to parents, considering their proficiency in the language of the school and, specifically, to enhance parent involvement in French minority-language education. Finally, I suggest policies and practices based on the research data to enhance the educational involvement of NF parents, and potentially all parents, at home, at school, and in the community, through improved communication strategies and relationship building.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".