Parental Involvement with Secondary School Leadership: The Experience of Four Vietnamese Immigrant Parents in Saskatoon
This multiple-case study aimed to examine how culture influences the way Vietnamese immigrants understand parental involvement with school leadership. The study was guided by three research questions: (1) How do Vietnamese immigrants articulate parental involvement with school leadership? (2) How are they involved in school leadership? and (3) What are the differences between their parental involvement practices in Canada and in Vietnam? Findings of the study indicated that the Vietnamese immigrant parents had no firm definition of parental involvement with school leadership. However, the idea of making a contribution to the school development existed in their mind. The study revealed that the participants were practicing five out of six types of parental involvement featured in Epstein’s (2001) model. Besides the practices similar to Epstein’s (2001) description, the participants were found to have some additional practices in parenting and supporting the children’s learning at home. None of the participants had any experience in volunteering at school. The findings also showed that there were three major differences between the participants’ parental involvement practices in Canada and Vietnam. The differences lay in the levels of parent-school communication, parents’ financial support to schools, and parents’ making school-related decisions. By answering the three research questions, this study provided insight into the Vietnamese immigrants’ understanding of parental involvement and confirmed that both Vietnamese culture and Canadian school culture had a significant impact on the frequency and quality of the immigrants’ parental involvement with school leadership.
Parental involvement, School leadership, Vietnam, immigrant parents, Vietnamese immigrants, cultural influence, culture
Master of Education (M.Ed.)