Exploring Bangladeshi, Indian, and Pakistani Parents’ Experiences and Perceptions of Their Children's Academic Achievement
Format Type
Plenary
Format Type
Paper
Start Date
14-1-2021 2:00 PM
End Date
14-1-2021 2:20 PM
Abstract
Bangladeshis, Indians, and Pakistanis (BIP) are among the highest educational and financial achievers in the United States with unique cultural and behavioral patterns. Despite the significant signs of economic and educational achievement, BIP individuals have remained an understudied population. This study utilized Hoover-Dempsey and Sandler’s (1997) model as a theoretical framework to understand the experiences and perceptions of BIP parents via semi-structured interviews to explore key factors to parental involvement behaviors in children’s academic achievement. A qualitative research method was used to investigate BIP parents’ experiences and perceptions about the phenomenon. The data collection process included in-depth, semi-structured interviews, observations, and field notes to compose a rich narrative description from the findings and the researchers’ interpretations of the phenomenon to answer the research question. The purposive sampling technique was employed to recruit ten BIP origin parents with children currently enrolled in a public K-12 school and who reside in xxx. The semi-structured interviews were recorded, transcribed verbatim, and then distributed for member checking and confirmation. The researchers analyzed data sources for codes, discussed the common ideas and grouped them into themes. Finally, direct quotations from the data were incorporated into the thick, rich descriptions of the perceptions and experiences of the participants. After coding and thematic analysis, three themes emerged: parents’ behavioral trends, parents’ role and cultural values. The findings will help stakeholders and policy makers to select or develop family-school programs that further encourage this group to be involved in their children’s education.
Keywords
Parental engagement, BIP immigrants and children’ education, Hoover-Dempsey and Sandler’s model, qualitative method
Exploring Bangladeshi, Indian, and Pakistani Parents’ Experiences and Perceptions of Their Children's Academic Achievement
Bangladeshis, Indians, and Pakistanis (BIP) are among the highest educational and financial achievers in the United States with unique cultural and behavioral patterns. Despite the significant signs of economic and educational achievement, BIP individuals have remained an understudied population. This study utilized Hoover-Dempsey and Sandler’s (1997) model as a theoretical framework to understand the experiences and perceptions of BIP parents via semi-structured interviews to explore key factors to parental involvement behaviors in children’s academic achievement. A qualitative research method was used to investigate BIP parents’ experiences and perceptions about the phenomenon. The data collection process included in-depth, semi-structured interviews, observations, and field notes to compose a rich narrative description from the findings and the researchers’ interpretations of the phenomenon to answer the research question. The purposive sampling technique was employed to recruit ten BIP origin parents with children currently enrolled in a public K-12 school and who reside in xxx. The semi-structured interviews were recorded, transcribed verbatim, and then distributed for member checking and confirmation. The researchers analyzed data sources for codes, discussed the common ideas and grouped them into themes. Finally, direct quotations from the data were incorporated into the thick, rich descriptions of the perceptions and experiences of the participants. After coding and thematic analysis, three themes emerged: parents’ behavioral trends, parents’ role and cultural values. The findings will help stakeholders and policy makers to select or develop family-school programs that further encourage this group to be involved in their children’s education.