Immigrant Parents' Contributions in Parents' Evenings

This literature review examines the contributions of immigrant parents in their children's education, focusing on the challenges they face, particularly language barriers, and the strategies schools and communities can employ to foster greater parental involvement. The review synthesizes research from various sources, including studies by Harris (2008) and Clare (2011), highlighting the positive impact of parental engagement on student achievement, behavior, and attendance. It explores the barriers to involvement, such as time constraints, financial limitations, and cultural differences, and discusses solutions like providing translation services, offering flexible meeting times, and promoting communication between schools and immigrant families. The review emphasizes the importance of tailoring strategies to meet the specific needs of immigrant parents and recognizes the need for ongoing research to improve the effectiveness of parental engagement programs. The review also highlights the importance of parental involvement in the home environment and how it affects a child's learning process. Finally, it provides recommendations for future research and practice, emphasizing the need for schools to adapt their approaches to better support immigrant families and their children's educational success.

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by Student’s Name
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Introduction
Primarily, it is needed to establish that students always do well at school when parents
get involved in their children's study, and good parenting at home is encouraged. Moreover,
this encourages a proper positive effect on the child's education. This happens even with all
the factors that shaped attainment that is left out of the equation. Basically, in the primary age
of the children, they are more affected by the various levels of involvement from their parents
than the multiple aspects of the schools. The occurrence stays unchanged throughout all the
ethnic groups and all the social classes.
When families relocate to a new country with their family, there are some issues and
situations regarding the aspect that the families need to be concerned about is an overall
contribution to the family's wellbeing, communicative bonding, and the migrated family's
resilience to change. Besides, while the relocated family faces a lot of preoccupying concerns
like, issues with employment, the parents who have school-going children can experience a
lot of various types of challenges from the change of social environment (Burgos, Al-Adeimi
and Brown, 2017). Sometimes these kinds of situations ask much more than usual from the
school going children of the migrated family, such as they might have to take care of their
siblings while their parents are busy with other issues. Furthermore, the priority structure of
the immigrant family can also shift drastically due to the culture and Language barrier they
faced. These issues affect parents and children in the same way.
Analysis
Parents can see that the school poses challenges for the children in the context of a
lack of support. Moreover, parents never realize what they should do and that they have very
little time for work and family life. Many schools of the host country understand the
significant need to go out of the normal berries of the society and reach the migrating parents.

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The schools can realize the fact that this should be done rather than requiring them to go
submit their kids in kindergartens.
In some cases, the children of an immigrant family tend to integrate and adjust to the
changes faster than their parents. This occurs because the children experience more close
interactions than their parents with the culture of the host country and its people (Edwards
and Redfern, 2017). It is a priority to recognize strategies that promote parental involvement
effectively, especially by parents who either do not participate substantially or do not engage
in their children's education. This analysis provided below is directed at this subject matter.
Furthermore, parents are confronted with various obstacles to their engagement,
including expenses, time and travel, Language, low rates of literacy and technology, and lack
of faith in supporting or engaging in schooling for children (for certain parents for whom
English is not the first Language). The solutions for these situations include organizing
conferences that are useful to parents not only at school but where parents are considered to
feel comfortable at home also; as a solution, the institutions can supply the parents with
translators where necessary. Furthermore, the immigrant parents can be presented with
inexpensive ways to carry home education into school and school into their homes (for
example, use cameras); and utilizing parents who have already been engaged as
schoolchildren as connections to the new parents. Furthermore, they can plan parent teacher
meetings or parent’s evening at the institutions (Paige, Holland-Spencer and Wilton, 2017).
Throughout the development of home school relationships, home visits by teachers or other
staff are particularly relevant to the issue. While conducting these kinds of operations,
sustainability is a significant problem, in particular maintaining high-level dedicated
executives, a deep engagement to employee teams, and exposure to funding opportunities and
the services needed for productive initiatives. Parents who choose not to join either their
children's education or their children's schooling stay in touch and share in this long-standing

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challenge. A difficulty is to consider the right approaches to recognize what parents want and
need. Many workers lack expertise and know-how in encouraging parents to understand their
children. However, the information is not always shared across partners, or communicated at
points of transition from one location or school to another. It is a priority for the local
authorities to share their information and knowledge of local communities more
systematically, and for schools and children's centers to explore how best to transfer
information between locations.
Evidence obtained from high-quality analysis confirms a growing array of essential
characteristics of parental involvement approaches. Although much of the particular research
that parents and schools need is less well known, surveys mostly agree about what is
successful. In addition, a lot of work has also been done on the subject. The case study
technique was used as the primary tool for gathering data in the sample for most of the
research. In comparison, the student results, behavior, and participation data sets were
evaluated. School data. Such data sets provide for the detection of patterns and trends. This
analysis formed the basis of the more detailed interrogation of the case-study evidence of
other previous studies.
Extensive research carried out by Harris (2008) in the United Kingdom explored the
various aspects of the relation between the achievements of the students and parent's
engagement. Furthermore, the author explained the number of barriers in his study. These
barriers are mainly experienced by some parents who have to take care of their children's
learning. The research proves that engagement from the parents has a massive positive effect
on their children's study and upbringing.
Another study was done by Clare (2011) also proves that to have proper learning
behavior and attendance at school, the children require significant involvement from the
parents regarding their learnings in the school. The study also finds that schools use many

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proven strategies to encourage parents to be involved in school operations. Furthermore, the
value of parental engagement is reflected in recent policy reports, including the 2010 White
Paper and Special Education Requirements (SEN) and the Green Paper on Disability. In this
aspect, the research aimed at gathering good practice. It took data from 50 polls of principal,
secondary and special school leaders in diverse ways in 15 local authorities across the world.
Also, interviews were done with four community leaders whose parental performance is not
perceived to be exceptional, and an additional 16 high school leaders described as excellent.
The findings of the interviews and questionnaires were then discussed by a focus group of 12
hard-to-engage parents and complemented by input from another 18 parents with expertise in
this area and from 2 medical professionals. The research concludes that all aspects of
constructive parental engagement with the school are essential and may affect the learning,
behavior, and attendance of children positively.
Furthermore, the research found that schools in different contexts employ a wide
range of practical strategies to encourage parents to engage more with the school. Positive
communication is essential for such parental engagement strategies to succeed, but this can
take place in several ways. The best approaches are tailored to specific parental needs, and
context is an essential factor when considering parental engagement strategies.
To deal with the prevailing issues, Head professors must learn how to construct the
structures required. Three recommendations were provided by Addi-Raccah & Ainhoren
(2009) for enhancing parental and educational connectivity. Secondly, teachers need to learn
more about parental interest in the school community, students, and staff. You ought to adjust
your mindset about parents to know how to communicate with them efficiently. Thirdly, for
parents and headteachers to interact better in school, the position of parents should be
revamped. In addition, this research explores teachers' responses to parental engagement in
schooling, as proposed by Bauch and Goldring, in terms of four styles of school management.

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The research was attended by headteachers, parent committee's chairpersons, and teachers
from 11 primary schools in a medium-sized Israeli area. A discriminant study showed that the
attitudes of teachers to parental intervention are different: reactive and hostile attitudes
defined schools with a dominance of parents. In schools of relationship government,
ambivalent behaviors were distinguished by technical and hierarchical forms of governance
and positive behaviors. This implies that the latter mode of governance is a promising step
toward a community-oriented approach.
Scott et al. (2010) also found that parental participation in schools is significant and
can have a beneficial impact on the student's achievement. Teachers will work closely with
parents to affect their thinking and actions positively. In pilot project projects, parenting
interventions have been shown to operate for mobilized ethnic majority parents, but very little
is understood about their effect if provided through regular neighborhood resources to high-
risk, multi-ethnic communities. Scott et al. (2010) have said parents with diverse ethnic
backgrounds ought to improve their participation. In fact, services may be tailored for high-
risk, multi-ethnic groups to participate and successfully enhance parentage, and are of
tremendous benefit. A system that encourages parents to attend further sessions or to
concentrate specifically on children with psychologically severe compartmental issues could
even be expected to be cost-efficient in bringing about child improvements.
Drury (2017) asked EAL parents to express perspectives and questions. tEAL Parents
viewpoint "I'm not aware of school, but the teachers will support my baby" and, "I think she'll
be well if she receives adequate support because I can't protect her" (Drury, 2007:11).
Furthermore, the author has shown that parents care about the schooling of their Children,
whereas other parents are hesitant to engage because of their Language.
Future Study

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There are few rigorous intervention studies which both concentrate on the effect of the
intervention on the study outcomes of children and demonstrate a correlation between the
intervention and the outcome. Knowledge of parental engagement approaches will be
improved focus on the basis of studies with a clear study style. Vast and high-quality work is
ongoing on several general aspects of parental engagement approaches and is also firmly
backed by the facts (Toro and Nieri, 2018). Examples include proper guidance, tailored
strategies, and successful participation of parents in interactions between the school and
home. Each general feature is associated with a set of specific actions and practices. For
example, effectively involving parents in school home links will include activities such as
offering flexible arrangements for parents' evenings and encouraging parents to come to the
parent's evening event.
It allows the fulfillment of homework diaries (Berge et al., 2018). The proof of
individual practices is much less reliable than the basic features of successful practice.
Although there is little data to show the efficacy of all of the different interventions needed
by parents, schools, and other programs, trials are mostly with comparable benefits, and a
significant body with literature currently exists to concentrate on continuing growth and
study. Definitions of successful or encouraging practice are given for the discipline
mentioned in the practitioner's overview in the area of research, evaluation, and building on
the latest data we have.
Conclusion
The results of the study demonstrate a range of obstacles to endorsing their children's
schooling among some parents. It is evident that many parents often do not actively engage in
schooling through heavy social and economic reasons. Evidence has found that colleges are
sometimes "hard to hit" rather than parents. The study also showed that while adults,
teachers, and school children seem to believe that the presence of adults is a 'positive thing,'

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they still hold somewhat different opinions about how parents can be involved (Rendon,
2016). The distinction between including parents in education and including parents in
education is also obvious. It is simple. While involving parents in school activities has an
important social and community function, it is only the engagement of parents in learning
in the home that is most likely to result in a positive difference to learning outcomes.
When the connection between victimization and ethnic identity speech becomes positively
linked, unity among immigrant communities throughout the life of young people is ever more
significant, promoting resistance, avoiding and/or minimizing awareness and expectations of
discrimination (Dawson-McClure, Calzada and Brotman, 2017). Parental interest in home
education provides a significant difference in student success. Many schools include parents
in a number of areas, as research suggests that that doesn't have a great deal of many effects
on young people's future schooling and progress.

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References
Addi-Raccah, A. and Ainhoren, R., 2009. School governance and teachers' attitudes to
parents' involvement in schools. Teaching and Teacher Education, 25(6), pp.805-813.
Berge, J.M., Tate, A., Trofholz, A., Fertig, A., Crow, S., Neumark-Sztainer, D. and Miner,
M., 2018. Examining within-and across-day relationships between transient and chronic
stress and parent food-related parenting practices in a racially/ethnically diverse and
immigrant population. international journal of behavioral nutrition and physical
activity, 15(1), p.7.
Burgos, M., Al-Adeimi, M. and Brown, J., 2017. Protective factors of family life for
immigrant youth. Child and Adolescent Social Work Journal, 34(3), pp.235-245.
Campbell, C., 2011. How to involve hard-to-reach parents: encouraging meaningful parental
involvement with schools.
Dawson-McClure, S., Calzada, E.J. and Brotman, L.M., 2017. Engaging parents in preventive
interventions for young children: Working with cultural diversity within low-income, urban
neighborhoods. Prevention Science, 18(6), pp.660-670.
Drury, R., 2007. Young bilingual learners at home and school researching multilingual
voices. Trentham Books.
Edwards, V. and Redfern, A., 2017. At Home in School (1988): Parent Participation in
Primary Education. Routledge.
Harris, A. and Goodall, J., 2008. Do parents know they matter? Engaging all parents in
learning. Educational research, 50(3), pp.277-289.
Paige, C., Holland-Spencer, M. and Wilton, L., 2017. Welcoming Parents to Children’s
Learning. In Teaching Young Learners in a Superdiverse World (pp. 144-164). Routledge.

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Rendon, M.J., 2016. An interpretative phenomenological analysis: Exploring immigrant
parents' experiences at an urban high school (Doctoral dissertation, Northeastern
University).
Scott, S., O’Connor, T.G., Futh, A., Matias, C., Price, J. and Doolan, M., 2010. Impact of a
parenting program in a high‐risk, multi‐ethnic community: The PALS trial. Journal of Child
Psychology and Psychiatry, 51(12), pp.1331-1341.
Toro, R.I. and Nieri, T., 2018. Parent-child acculturation and cultural values differences:
Associations with children’s self-esteem and aggression. International Journal of
Intercultural Relations, 66, pp.1-11.