Promoting immigrant parental involvement in culturally-diverse schools through a multiple perspectives approach

Abstract

The overarching purpose of this paper is to provide a number of important insights into immigrant parents’ school involvement in Cyprus. Therefore, it examines the perspectives of all actors involved in the school–family partnership – namely head-teachers, teachers, immigrant and native parents, and immigrant and native children – through a multiple perspectives approach. More specifically, this study aims to examine: (a) the ways in which immigrant parents’ school involvement has been defined and implemented by head-teachers, teachers, parents’ and children themselves; (b) the barriers to immigrant parents’ involvement in Cypriot schools; and (c) the implications for the development and implementation of practices which promote immigrant parents’ involvement in Cypriot schools. Last but not least, the study aims to indicate successful ways in which immigrant parents’ school involvement may take place.