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EDUCATING the AFRICAN IMMIGRANT Chlld in CANADA: a STUDY of HOW GKANAIAN PARENTS NEGO'mate the HOME-SCHOOL INTERSECTION

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EDUCATING the AFRICAN IMMIGRANT Chlld in CANADA: a STUDY of HOW GKANAIAN PARENTS NEGO'mate the HOME-SCHOOL INTERSECTION EDUCATING THE AFRICAN IMMIGRANT CHlLD IN CANADA: A STUDY OF HOW GKANAIAN PARENTS NEGO'MATE THE HOME-SCHOOL INTERSECTION William Boakye Akoto A thesis subrnitted in conformity with the requirement for the degree of Doctor of Eàucation Department of Adult Education, Community Development and Counseling Psychology Ontario Institute for Studies in Education of the University of Toronto Q Copyright by William Boakye Akoto 2000 National Library BiMiothéque nationale du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395. rua Wdiiigîm OttawaON K1AW OnawaON K1AW canada CaMda The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationaie du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fonne de microfiche/film, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be printed or othenvise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. EDUCATING THE AFRICAN IMMIGRANT CEILD IN CANADA: A STUDY OF HOW GHANAIAN PARENTS NEGOTIATE THE HOMEISCHOOL INTERSECTION William Boakye Akoto, Doctor of Education, 2ûûû Department of Adult Education, Commmity Development and Couuseling Psychobgy University of Toronto This dissertation is an exploratory study of minonty African parents' involvement in the education of their children in a Canach Situated within a framework which underscores notions of pluralism and inclusion, the inquiry utilizes case study rnethods to focus attention on the particular challenges that Ghanaian parents encounter as they negotiate the intersection of the home and school in the education of their children in Canada. The major finding of the study is that Ghanaian parents' lack of awareness about educational policies and school processes in Canada combines with the insensitivity of school officials to attenuate the potential contribution of the parents to the education of their children. The parents' attitudes and behaviors conceming their children's education are largely informed by their pre-immigration educational and socialization expenences in Ghana. and their daity lived experiences in Canada. But, institutional and teacher practices do not offer much support to parents because such practices are removed from the parents' experiences and are largely fed by the 'deficit thinking' paradiep. To maximize the contributions of Ghanaian parents to the education of theirchildren in Canada, the finding points to the need to examine and interpret the relationship that schools maintain with Ghanaian families in the light of the parents' pre-immigration socialization experiences and present social, cultural and economic location within Canada. 1 owe a great deai of thanks to a great many people. First, 1would like to thank my supervisor, J. Gary Knowles, for his constant guidance and support throughout the study. Gary's penetrating questions made it possible for me to understand and interpret the world with different eyes. Without his patience and guidance this thesis would not have been feasible. Next, 1 would like to thank the other members of my cornmittee, G. J, Sefa-Dei and Shahrzad Mojab for providing me with valuable insights, perspectives. comments and advice which helped to enrich the study. 1 would also like to thank dl the parents and youth who gave me their time to participate in the study. Without their cooperation, this study would not have ken completed. Finally, 1 would like to thank my family for theirconstant emotional support over the course of my studies. They provided me with the love and strength 1 needed to finish my work. Table of Content .. Abstract .............................................................. il ... Acknowledgements ..................................................... 111 CHAPTER ONE: BACKGROUND 1.1 Introduction ...................................................... 1 1.2 Persona1 and Subjective Location ..................................... 7 1.3 Parent Involvernent in Children's Education: An overview ................ 10 1 .4 Objectives of the Study ............................................ 12 1.5 The Rationale of the Study .......................................... 13 1.6 Assumptions ..................................................... 19 1.7 Thesis Format .................................................... 19 1 -8 Definitions of Terms .............................................. 21 CHAPTER TWO: BACKGROUNDS OF GHANAIANS IN CANADA 2.1 Introduction ..................................................... 24 2.7 The Political and Economic Development of Ghana ...................... 24 2.3 Ethnicity and Cultural Make-up of Ghana ............................. -26 2.3 Education in Ghana .............................................. -27 2.5 The Immigration Experience ........................................ 30 2.6 Surnrnary ....................................................... 34 CHAPTER THREE: EDUCATING MINORlTY CHILDREN IN A MULTICULTURAL CONTEXT 3.1 Introduction .................................................... -36 3.2 Race, Minority Status. and Students' Academic Problems ................ -36 3.2.1 Theoretical Conceptions of Race .................................... -38 3.2.2 The Deficit Thinking Paradigrn ..................................... -46 3.2.3 Perceived Labor Market Theory .................................... -59 3.2.4 Econornic Reproduction Theory .................................... -61 3.2.5 Resistance Theory ................................................ 63 3.3 Countering 'Deficit Thinking': Multiculturalism and the Education of Minority Children ........................................................ 67 3.3.1 Multicultural Education ........................................... -72 3.3.2 Anti-racist Education ............................................. -77 3.4 Summary ....................................................... 80 CHAPTER FOUR: PARENT INVOLVEMJ3T IN THEIR CHILDREN'S EDUCATION 4.1 Introduction ..................................................... 81 4.2 Government Sponsored Initiatives: Background ........................ -82 4.2.1 Government Initiatives in the United States ............................ 84 4.2.2 Government initiatives in Canada (Ontario) ........................... -92 4.3 Rationale for Parent Involvement: Theoretical Perspectives ............... 101 4.3.1 Epstein: The Theory of Spheres of Influence .......................... IO1 4.3.2 Schaefer: The Theory of 'Life-Time . and 'Liye-Space' ................... 103 4.3 -3 Brofenbrenner: The Theory of Family School Ecology .................. 106 4.3.1 Coleman: The Theory of Replenishing Social Capital ................... 108 4.3.5 Public Participation in Education .................................... 110 4.4 Evidence from the Field: P 1 and Students' Academic Performance ......... 112 4.5 Barriers to Parent Involvement ..................................... 118 4.5.1 Philosophical Tension ............................................ 119 4.5.2 Conceptual Weaknesses ........................................... 121 4.5.3 Organizational Nature of Schools ................................... 123 4.5.4 Social CIass Bias ................................................ 126 4.5.5 lnstitutional Culture of Schools ..................................... 127 4.5.6 Psychological Constraints ......................................... 129 4.5.7 Cultural Barriers ................................................. 130 4.5.8 Time Constraints ................................................ 132 4.6 Summary ...................................................... 132 CHAPTER FIVE: RESEARCH DESIGN AND METHODS 5.1 Research Design ................................................. 134 5.2 Methodology ................................................... 136 5.3 Negotiating an Entry ............................................. 141 5.4 Selection of Participants .......................................... 144 5.5 The Families 1 Talked To .......................................... 145 5.6 Methods of Data Collection ........................................ 153 5.7 Data Analysis and Organization ..................................... 155 5.8 Confidentiality and Ethics ......................................... 157 CHAPTER SIX: PARENTS' ATTmESTOWARDS EDUCATION 6.1 Introduction .................................................... 159 6.2 Attitudes Towards Education ....................................... 159 6.3 Attitudes Towards Education in Ontario .............................. 162 6.3.1 The Core Cuniculum ............................................. 162 6.3.2 Availability of Textbooks ......................................... 164 6.3.3 Testing and the Report Card ....................................... 165 6.3.4 The New High SchooI Program ..................................... 168 6.3.5 Inclusive Education .............................................. 171 6.3.6 School Discipline ................................................ 174 6.3.7 Religion in School ..............................................
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