Uncovering the processes and consequences of Egyptian immigrant parental involvement in their childrenâs education: Bridging cultural differences
Bibliographic record
Abstract
Abstract\nFor more than a decade, researchers have concluded that immigrant parents face several barriers to becoming involved in their children’s education. All studies agree that language and cultural differences are the most significant barriers to immigrants’ involvement in their children’s education, yet we know little about what these cultural differences are and how these cultural differences influence the school involvement of immigrant parents. This study integrates theories of cultural differences, acculturation, and culture shock and the corresponding literature to investigate the lesser involvement of immigrant parents in school-related activities.\nA focused ethnographic design was employed and a thematic analysis was conducted on data resulting from interviews comprised of hypothetical scenarios and open-ended questions given to twenty Egyptian immigrants and ten school personnel of the Waterloo Region District School Board. In addition, several close-ended questions were asked of Egyptian participants for the purpose of collecting demographic and language information.\nThe findings of this study were categorized under four major themes of home-school relationship, cultural differences, acculturation journey, and resilience. Parent participants of this study had both positive and negative experiences with the Ontario educational system, were mainly involved in home-related activities and less involved in school-related activities, and had faced several barriers to their parental involvement in their children’s education.\nUnlike previous studies, this study found that cultural differences have both positive and negative influences on Egyptian immigrant parental involvement in their children’s education. The three identified cultural differences in this study are the consequences of the determined four cultural dimensions (high power distance, collectivism, high uncertainty avoidance, and high context); the differences between Ontario’s educational system and the educational system in participants’ home country; and the differences between the ways in which participants and school personnel expressed their concerns. In addition, the findings of this study provide an understanding of the conditions, processes, and outcomes of the acculturation journey that influence parent participants’ involvement in their children’s education. This study concludes by providing a comprehensive model to understand Egyptian parental involvement in their children’s education.\nThe implications of this study are of special interest to school personnel, social workers, settlement workers, educators, researchers, and any stakeholders who work with immigrants in order to provide immigrants with the services that best meet their needs.
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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) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.004 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.004 |
| 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".