The Chaldean parent’s construction of their involvement in their children’s secondary education

Educational institutions regard parental involvement as paramount in the development of a child. The greater the parental involvement, the more impact it will have on the outcome on the student’s education. But what exactly is parental involvement, and the type of involvement that is valued by educational institutions? When schools look at parental involvement solely through their own understanding, some parents may be regarded as uninterested or disengaged from their child’s learning. Yet, in many families from a background that is of a minority within a school, and often from culturally and linguistically diverse (CALD) backgrounds, the parents may be involved in their child’s education, but not through activities that are recognised by the school.

This is true of the people who are part of the Chaldean culture, who, due to ongoing conflict in the Middle East, have increasingly sought refuge in Australia, establishing themselves in concentrated communities and enrolling their children in selected schools in increasing numbers. To date, research examining how Chaldean parents are involved in their children’s education has not been identified. This study explores Chaldean parents’ construction of their involvement in their children’s secondary education at one school that is enrolling ever-increasing numbers of Chaldean adolescents. A qualitative design was used which was underpinned by a hermeneutic approach. Chaldean parents were constructing with the researcher and interpreters their understanding of their involvement in their child’s education. Information given by participants was analysed using the Revised Hoover-Dempsey and Sandler parental involvement process model and the Funds of Knowledge theory.

Use of the Funds of Knowledge theory was significant, enabling Chaldean parents to express how they were involved in the education of their child. This was primarily through their belief in their role as a parent. This belief also overrode all other motivational aspects to become involved. Additionally, the knowledge parents obtain through their social relationships and the knowledge that they themselves possess impact their level of involvement in their child’s education. These findings yield valuable information that could help schools establish practices that encourage Chaldean (and Refugee and CALD) parents’ involvement in their children’s education.