Reconceptualising parent Involvement in a culturally and linguistically diverse (CALD) school community

Abstract

This professional doctorate explores parent involvement, particularly the importance of parents from culturally and linguistically diverse backgrounds (CALD) and their involvement in their children's learning. The research was undertaken at Norton Public School (PS)1, a multicultural primary school with a population of 540 students consisting of 96 per cent from non-English speaking backgrounds. The aim of this research is to identify and analyse the range of practices used to support parent involvement and to evaluate their effectiveness to determine best working principles. Procedures and practices operating at the school to support parent involvement were surveyed and analysed. Further information was collected through focus groups and semi-structured interviews with parents, teachers, students, community partners and a school administration officer to seek the community's views toward parent involvement and the current practices employed in the school. Qualitative methodology was employed as this presented as the most effective way of collecting the community's experience in their own voices. Bourdieusian theory and research methodology was used to analyse both the parent involvement practices operating at Norton PS and the views of the school community toward these practices. A Bourdieusian field analysis was also conducted to investigate the operation of power in the school and the impact of habitus, capital and cultural reproduction which provides the framework for looking into the organisational and cultural blocks that restrict parent involvement. In addition the impact of leadership was considered in relation to these findings. While the school offered a range of activities to support parent involvement in their children's learning, the organisation and tacit expectations of the school limited the involvement of CALD parents. This research led to a reconceptualisation of what parent involvement means for CALD parents, the role of parents in a multicultural school and how to go about developing culturally appropriate parent involvement practices. Culturally appropriate parent involvement was supported by community consultation, teacher professional learning, distributing leadership and working with community partners. The results suggest the importance of analysing the school field, acknowledging the complexities that arise and working with the community to develop culturally respectful solutions to support parent involvement.

Date of Award	2016
Original language	English