CANADIANCCPA CENTRE FOR POLICY ALTERNATIVES MANITOBA

Being Involved in Uninvolved Contexts: Parent Involvement in Children’s By Fadi Ennab

MARCH 2017 Being Involved in Uninvolved Contexts: Acknowledgements Refugee Parent Involvement in Children’s Education The author would like to express his gratitude to Dr. Shauna MacKinnon for involving him in this project isbn 978-1-77125-335-2 and providing her support throughout the research process. The author is also thankful for the families March 2017 and school staff that participated in this research project and shared their experiences. Thanks to the members of the Newcomer Coalition Education who assisted in recruitment and in providing spaces, along with few interpreters, to interview parents. All the opinions and views expressed within are the sole responsibility of the author. Unit 205 – 765 Main St., Winnipeg, MB R2W 3N5 I am pleased to acknowledge the generous financial tel 204-927-3200 fax 204-927-3201 support of the Social Sciences and Humanities email [email protected] Research Council of Canada through the Manitoba Research Alliance grant: Partnering for Change – Community-based solutions for Aboriginal and inner-city poverty.

About the Author Fadi Ennab is a researcher, lecturer, and trainer on issues related to migrants. He has an MA in Sociology from the University of Manitoba. Introduction

The involvement of parents from refugee back- 2011; Georgis et al. 2014). With limited paren- grounds in their children’s education is crucial tal involvement and supports, it is harder for for academic success and community devel- parents to ensure the success of their children, opment, including civic participation and em- academically and socially. powerment. When parent involvement is sup- Increasing numbers of newcomers live in ported by school communities and inspired by Canada, and the province of Manitoba is leading the knowledge and experiences of newcomer this trend. Canada receives 250,000 newcomers communities, “it can mobilize transformative per year. Fewer than 20,000 are (about local resources and become powerful tools of 8 percent of all newcomers). In spite of some ebb school reform and family and community en- and flow, the number of refugees living in Mani- gagement” (Jasis and Ordoñez-Jasis 2012: 86). toba has increased over the years. Between 2000 Yet, as research shows, schools often struggle and 2010, Manitoba accepted 11,215 refugees at a in promoting the involvement of newcomer rate of about 1,100 a year, or roughly 10 percent parents, especially in settings where there are of all immigrants, with most settling in Winni- language, cultural, and/or socioeconomic chal- peg. Most of the refugees are from Africa, Asia, lenges separating the school system and its staff and the Middle East (Adekunle et al. 2015). Ac- from the communities and families they serve cording to Manitoba Labour and (OECD 2015; Glogowski and Ferreira 2015). This (2015: 3), in 2014 Manitoba “received the highest is not surprising, especially in Manitoba, given number of refugees in its history and the high- the “overwhelming pressure on existing infra- est number of refugees per capita in Canada”. structure and services” (MacKinnon et al. 2006: This trend was maintained in 2016 with thee 4; Thomas 2015). While parents from refugee federal government’s Syrian refugee program. backgrounds are not a homogenous group, they In the past five years, Manitoba public schools face unique, multiple, and intersecting challenges have welcomed “over 23,000 new students from that can negatively impact their involvement in Kindergarten to Grade 12 who are learning Eng- their children’s education to the point of poten- lish as an additional language [EAL]” (Newcomer tially being uninvolved (Weine 2008; McBrien Education Coalition of Manitoba 2015: 9). Given

Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 1 the increasing number of newcomers refugees it can have more support and social capital. Parent is important to ensure that are involved in their involvement can “build self-esteem, raise skills, children’s education. open pathways and in some cases lead directly Families from refugee backgrounds are of- to employment for parents” (Muller 2009: 22). ten marginalized by an educational system that also benefit by having parents involved does not recognize their unique social needs because they can work together with families, and does not provide culturally sensitive sup- which tends to reduce misunderstandings on ports due to limited funding and over reliance shared expectations. Parent involvement is also on Eurocentric approaches. Research on refu- seen as part of a broader moral commitment to gee families in Manitoba shows that students social justice and educational equity for disen- can feel isolated and excluded in their schools franchised populations by enhancing relation- as a result of perceptions of racism from teach- ships and resource sharing among community ers and students. Refugee students face higher members (López 2001; Auerbach 2007). Given drop-out rates and are being disproportionately the rate of return on educational spending, it streamlined into lower level or jobs is important to support parent involvement be- (Kanu 2008; Dykshoorn 2009). There are also cause there is a strong public-policy argument common misunderstandings between parents for government investment in parent involve- and school staff and ineffective educational -in ment (Muller 2009). Parent involvement benefits volvement practices that continue to be relied on, all students across cultures, backgrounds, and such as focusing on school involvement while ig- socio-economic statuses. Not supporting parent noring home involvement (Kanu 2008). This gap involvement for groups at risk of marginalization, is exacerbated by the lack of research on refu- such as refugee families, can undermine other gees, including parent involvement in children’s supports provided to them (People for Education education. In an attempt to address the gap, this 2009). For these reasons, it is important to pro- community-based qualitative research focuses on mote and maintain involvement in education, the involvement experiences of refugee parents especially among refugee families. and the challenges they face in being involved In spite of the increasing amount of research in their children’s education. By understanding documenting the improved outcomes for refugee the unique needs of refugee parents and the con- students when their parents are involved in their texts in which they live, this research study seeks education, it is difficult to find research specifi- to provide ways to meaningfully and effectively cally focused on the involvement of refugee par- promote parent involvement. ents in Manitoba. Existing research is focused on the experiences of African refugees, primar- ily from Somalia, in Alberta (Shimoni et al 2003; Why Focus on Refugee Parental Este and Tachble 2009; Georgis et al. 2014) and Involvement in Children’s Education? on immigrants in Ontario (Ippolito and Schecter There is a large body of academic research dem- 2010; Wong 2015; Glogowski and Ferreira 2015; onstrating a strong relationship between parent Khanlou et al. 2015) and Montreal (Beauregard involvement in children’s education, student ac- et al. 2014). Research by Kanu (2008) and Stew- ademic success, and community empowerment. art (2012) briefly mention parent involvement Having refugee parents involved in their children’s as part of their discussion on refugee students. education acts as a protective factor against cu- Kanu’s (2008: 928) research on African refugee mulative risks and can help ensure their success students in Manitoba schools found that “cul- (Weine 2008). By having involved parents students tural differences in expectations of parental in-

2 canadian centre for policy alternatives —­ MANITOBA volvement in their children’s schooling” as one improve student success in Canada, the USA, of the main challenges parents often cited as and Australia. As noted by McBrien (2011) all negatively affecting their student’s academic three countries’ departments of education have success, in addition to economic pressures, ac- web pages specifically designed to help parents culturation and adaptation challenges, and lim- understand and become involved with their chil- ited English language proficiency. Stewart (2012) dren’s formal education. Suggestions often in- also noted that school leaders should collaborate clude: valuing education, attending school meet- with parents and community groups by provid- ings, creating home environments conducive to ing welcoming information, providing transla- learning, and volunteering at school. tion, and encouraging parents to participate in In Manitoba, the provincial government, the schools by addressing barriers, such as language, Winnipeg School Division (WSD), and the Man- work schedules, and child care, which often limit itoba Association of Parent Councils (MAPC), their involvement. recognize the importance of parent involve- Qualitative research exploring parental ment. In 2012, the Manitoba provincial govern- involvement in children’s education in Canada ment introduced legislation to strengthen pa- (Shimoni et al. 2003: 565; see Kanu 2008; Este rental involvement in the education system and and Tachble 2009), the United States (see Hos recognized MAPC as the official representative 2016; Tadesse 2014; Roxas and Roy 2013; Rah et al of parent councils in Manitoba, whose mission 2009; McBrien 2011; Weine 2008), and Australia statement indicates that it “is dedicated to sup- (see Sainsbury and Renzaho 2011) show that porting, promoting, and enhancing meaningful newcomer families, especially refugees, often involvement of parents and caregivers within face more challenges being involved than white school communities” (MAPC 2014). Introducing middle-class parents. Refugee parents often face this legislation then Education Minister Nancy social, psychological, and economic challenges Allan said that it “would support and promote being involved in their children’s education, meaningful involvement and participation of par- so that more school-community collaboration ents in education” (Manitoba Government 2012). is required to support them. In spite of these TheWSD also recognizes that “strong parent in- barriers, refugee parents were “not at risk from volvement creates stronger school communities disengaging from their children” (Shimoni et al. and the best educational experience for children” 2003: 565). All refugee parents, including those (Winnipeg School Division 2016). In spite of the in Manitoba, say that they want their children to recognized value of parent involvement, most of have a better life in their new country, but they the focus is often on school-based activities from may have difficulties translating these hopes into a mainstream approach that does not consider involvement that is effective in their new social the unique needs of refugees (see Manitoba Edu- contexts. Even though refugee parents were not cation 2005). Similarly, Wong (2015) argues that often participating as expected of them by school in Ontario, the School Administrator’s Guide staff, they expressed a genuine interest in their to Parent Engagement, which is produced by children’s education (López 2001; Kanu 2008; three Ontario Principals’ Councils, ignores the Este and Tachble 2009). unique needs of newcomer parents. Given the gap in policy on refugee parent involvement it is important to understand parent involvement Policy on Parent Involvement in a more inclusive way that focuses on the ex- Parental involvement in children’s education is periences of refugee parents inside and outside regarded as a common school-reform effort to the schools.

Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 3 Reconceptualizing Parent Involvement (1970/2003) also tried to show how involvement Traditionally parent involvement focused on in education must be seen not as an event, but as a school participation and student academic continuous process needing support and attention. performance which often privileges already Following similar insights, critical research shows advantaged parents, such as white middle-class that parent involvement is socially structured, parents, who face fewer barriers to doing well on culturally mediated, and psychosocially enacted these measures compared to refugees parents. This according to individual resources and relationships also ignores other forms of invisible or hidden within families. This means parent involvement involvement of refugee parents at home. Some must consider: “status variables, structural factors, newcomer parents do not assume that involvement and parents’ lived experience along with process in children’s education is closely related to their variables and individual psychosocial resources”, direct interaction with the school officials and including affect-values and sense of belonging teachers. Since refugee parents are less likely to (Auerbach 2007: 254). In addition to school be involved in their children’s schools than white participation and academic supports, we need middle-class parents, some educators label their to consider parent involvement outside of the involvement as inadequate, assuming that refugee formal school environment. For example, parents families do not value education. At times they encourage their children to study by sharing their might even consider the parents to be a barrier migration experiences with them. López (2001: to their children’s education rather than an asset 433) described how low-income families of colour (Pasic 2014; Jasis and Ordoñez-Jasis 2012). In “translated the lessons of working hard in the field quickly categorizing parents this way, educators into lessons for working hard in school” to their engage in practices that are counterproductive children. López suggested that the transmission to their efforts, creating a self-fulfilling prophecy of sociocultural values be recognized as legitimate reinforcing power inequities between them parent involvement and that schools build on such and families (Voltz et al. 2010). In doing so ways in which parents are already involved. In the “myth of uninvolved” refugee parents is addition to promoting educational attainment as a perpetuated (Auerbach 2007: 252). Instead of means to social mobility and independence, refugee understanding the needs of refugee families parents teach their children responsibility through and incorporating parents’ life experiences and values of extended kin networks, respect for elders, knowledge, parent roles, and family desires into and mutual cooperation. They also instill cultural the school communities as valuable educational pride and “didactic style” of learning and teach their contributions, traditional conceptions of parent children about their family struggles (Sainsbury involvement have ignored or misrepresented and Renzaho 2011). From these perspectives, parent those needs as parent deficits. involvement is understood as relational, responsive More critical conceptions of parent involvement to the needs and encompassing of the strengths of try to include the experiences of oppressed and the families (Suizzo 2015; Georgis et al. 2014). Note marginalised groups, such as refugees, from a more that the terms “parental involvement” and “parental empowering perspective. Paulo Freire’s (1970/2003: engagement” are often used interchangeably and 69) work on critical pedagogy defines involvement both have a long history in the field of education as “not pseudo-participation, but committed (Glogowski and Ferreira 2015). This study uses involvement” which aims at transforming social a definition of parent involvement that is more relations by allowing marginalized groups to be empowering to refugees by including their voices empowered, liberated from oppression. Freire and experiences.

4 canadian centre for policy alternatives —­ MANITOBA Methods

Research Approach supervision of Dr. Shauna MacKinnon, University Developed through a participatory action research of Winnipeg and co-investigator of the Manitoba (PAR) approach, we used qualitative methods to Research Alliance (MRA). TheMRA is committed better understand the experiences of refugee par- to PAR approaches as well as building the capacity ents in Winnipeg’s inner city. A PAR approach of student and community researchers. is often understood as a research approach that involves the active participation of community voices in all phases of research for the purpose of Research Procedures producing helpful results to make positive changes Three specific research questions guided the -in (Nelson et al. 1998). In using this approach, one vestigation of this study: is better able to understand the experiences of 1. How do refugee parents perceive and feel refugee parents in the contexts they live in and about their involvement in their children’s be able to address these issues more inclusively. education? To implement a participatory action research 2. What are the barriers to refugee parental approach community involvement is essential. For involvement? this reason, the Newcomer Education Coalition (NEC), a group consisting of various stakeholders 3. What helps to address these barriers and from the community, newcomer organizations, promote parental involvement? and the Manitoba government, was instrumental Most parents were recruited through the help of in shaping the research design and the questions four newcomer organizations who are affiliated asked. In addition, a community researcher living with the Newcomer Education Coalition. These in the inner city and who represents some of organizations are: the Newcomers Employment the racial-linguistic newcomer community in and Education Development Services (NEEDS), the this study was hired to lead the research. This Immigrant and Refugee Community Organization was helpful to gain trust of families and for of Manitoba (IRCOM), the Peaceful Village, and the communicating with some who spoke only Arabic. Community Economic Development Association The community researcher worked under the (CEDA). Staff from each of these organizations

Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 5 invited refugee families who already relied on First, families had to have arrived to Canada as their support in the past and had some level refugees. Second, families had to have at least one of trust already established. Each organization child in the Winnipeg School Division (WSD). provided a quiet room to conduct the interviews. These criteria were used to set the framework Only four parents were recruited informally of this case study, refugee parents who have from the West Broadway neighbourhood and children in the WSD. Interview questions were these interviews were conducted at two family divided into four main parts: 1) Background homes. Focus groups with school staff took information relating to the participant’s migration place at meeting rooms in two different inner and educational experiences before living in city schools. Participants were selected using Winnipeg; 2) Involvement in education, which a snowball sampling by the Newcomer Service involved topics around parent perceptions of Coordinator who works for the WSD and who their involvement in children’s education and is also a member of the Newcomer Education of their role as parents, barriers and facilitators Coalition. Student participants for the focus group to parental involvement, expectations, and were also selected using a snowball sampling. values held by parents towards their children; The community researcher approached youth 3) Home and community interactions, and; 4) and some of their parents at a public space in School interactions. Parents also completed the inner city where it is common to play soccer a questionnaire assessing their demographic during the summer. Interviews were conducted information, such as age, gender, family structure, between February and August 2016. educational level, and socioeconomic status. Written consent was obtained from partici- Students who participated in the individual pants on the day of their interview. For most of interviews were asked similar questions to the students, who were under 18 years old, con- those their parents were asked. Just over half of sent was obtained from their parents in addition the interviews were conducted in English, the to their assent to participate. Interviews ranged remaining were in other languages: six in Arabic, from 30 to 90 minutes. Each participant, except two in Arabic/English, and three in Somali, school staff, was given an honorarium for their Amharic, and Kinyarwanda. participation in the interview. Parents were give $25 cash and students were given $15 gift cards Focus Groups with School Staff and, if needed, bus tickets for transportation. In order to make more meaningful interpretation of the parents’ narratives, focus groups were also conducted with school staff and students. The Data Collection focus group interview is a qualitative research Multiple methods were used including individ- technique mainly used to obtain information ual interviews with parents and their children, about the feelings and opinions of a small group focus groups with school staff and students, and of participants relating to a given problem, ex- surveys with school staff. perience, or other phenomenon (Williams 2010). Participants in the focus group were asked five Individual Interviews main questions regarding their perceptions of Primary data was collected from 23 in-depth, the involvement of refugee parents in their chil- semi-structured parent interviews. In addition, dren’s education, the progress of follow-up interviews were conducted with three at their schools, and ways that they practice and parents, and seven of their children. Families recommend to promote parental involvement. were selected using a criterion sampling strategy. Two focus groups were conducted including a

6 canadian centre for policy alternatives —­ MANITOBA total of 16 school staff; the first focus group -in with their staff to participate, if they wished. In cluded 10 staff and the second included six staff. total, 25 surveys, from seven different schools, School staff who participated worked in a variety were filled and submitted back through email of positions, including: five Intercultural Sup- and in-person. Most staff (18 out of 25) worked port Workers, three EAL Teachers, three Prin- as teachers, the remaining were support workers cipals, two Vice Principals, and the remaining or school administrators. 15 of the staff worked three worked in different support/counselling for less than 10 years in their schools, while the positions. The school staff worked in 14 differ- remaining worked for over 10 years. The surveys ent schools with high numbers of newcomers asked seven multiple choice questions and a few in the Winnipeg School Divisions. Some of the brief answer-questions on how staff viewed par- staff worked in more than one school. ent involvement and student progress, school supports, and any additional comments related Focus Group with Students to refugee families. In addition to the focus group with school staff, a focus group with seven refugee students was conducted. Questions for students were similar Data Analysis to those asked to staff, but were focused more on The community researcher audio-recorded, their own experiences and perceptions. Almost transcribed and analyzed all the information all of the students arrived in Canada within the obtained from participants in the research study. last three years. Most were from the Middle East, To analyze the findings an inductive approach mainly and Iraq, except for one adult who was used in which study findings emerge from was from Somalia, Africa. Students were registered the information and through the researcher’s in three different schools. Most of them were in interactions with the information. This approach grade 10 and a few were in higher grades. They avoids predetermined theoretical assumptions were between 15 to 19 years old. Each of them about the data. said that they had between six and eight other siblings in their home. Ethics Review Process Surveys Ethics approval for this study was sought and To support the qualitative information gathered approved from the University of Winnipeg’s by the interviews, surveys, including closed and Human and Research Ethics Board. In order open-ended questions, were completed by some to conduct research with students and staff in school staff in the Winnipeg School Division the Winnipeg School Division (WSD) approval (WSD). Surveys and consent forms were first sent was also sought and obtained from the WSD’s to school principals asking them to share them Research Advisory Committee.

Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 7 Findings and Discussion: Refugee Parent Voices and Experiences

Parent Demographics • Number of children: On average each At the time of the interviews, all parents indi- parent had four children. Some parents cated that within Canada they have lived only had as many as seven children, while in Winnipeg, Manitoba. Similar to immigration others had only a few children. Most of the trends, most parents were from Africa, Middle students do not work while going to school, East, and South Asia. By country of birth, sev- and they participate in after school and en parents were born in Somalia, four parents summer programs. were born in each of the following countries: • Residency status: 83 percent of parents had Syria, Congo, and Bhutan, and the remaining a permanent resident status (not Canadian were born in Ethiopia, Iraq, and Nigeria. The 23 citizens). About equal halves of the sample participants interviewed came from 21 unique were either government sponsored or families with a total of 90 children. Through the privately sponsored refugees. demographic forms completed by parents the • Parental education: 65 percent of parents following data was obtained: did not have a high school diploma (four • Year of arrival: 65 percent of parents parents from Somalia and Congo had arrived to Winnipeg within the last five never been to school) and the remaining years. The remaining parents arrived just parents had completed high school. None over five years. The overwhelming majority of the participants had a post-secondary of the parents did not move directly to education. Canada from their countries of birth. • Employment status: 75 percent of parents • Income: Almost all refugee families in the were unemployed and most had not gone study had low incomes and were living for job training or an educational program on welfare or the support of their private in Canada. sponsor in their first year: 57 percent • Gender: Around half of the parents made less than $20,000, and most of the identified themselves as females and the remaining made $20,000–$40,000. other half as males.

8 canadian centre for policy alternatives —­ MANITOBA • Age: 70 percent of parents were between courage them to go without missing school. Un- the age of 25 and 44, the remaining were like refugee families, who often focused on the over 45 years old. home when asked about involvement in educa- • Marital status: 75 precent of parents tion, most school staff focused on school par- were married, the remaining were either ticipation and relations. Most survey responses separated or widowed. from school staff described parent involvement as “adequate” or “needing improvement”. • English level: 87 percent of parents noted they spoke either ‘basic’ or ‘an intermediate level’ of English, only a few said they had Values Guiding Educational Involvement an ‘advanced’ level of English. Almost all Almost all refugee families, parents, and students parents said they attended or are attending in the study attached a high value on involvement English language training in Winnipeg. in their children’s education because they saw it as • French level: 78 percent of parents said they a means to ensure that their children internalize did not know any French. a positive value for education. As one parent emphasized, “involvement in education is the best thing to solve problems. If you know your Parent Perceptions child and how is he adapting at school by asking Consistent with the literature (Kanu 2008; Este the ” (Somali Father, participant number and Tachble 2009), most parents in this study felt (hereafter “PN”) 21). In fact, a few parents said that their involvement in their children’s educa- that their very reason for being in Canada was tion was “good” even though their interactions for a better education for their children: “To be with the schools could be limited. Most parents honest, if it wasn’t for my children’s education felt that a strong involvement often meant having I wouldn’t have come here [to Canada]” (Syrian a good “relationship and understanding” with their Mother, PN 2). Both parents and students felt children at home, being “attentive” to the need of that education was very important for gaining the family, “following-up [with children] in spite of rewarding employment and a future, including a time demands”, “talking like a friend”, providing chance at being “a president [or a]… millionaire” the “right space” for studying, offering practical (Somali Father, PN 18). Education was also seen skills, and sharing experience as a “daily practice”. to have a universal value for “everyone and Very few parents defined involvement in terms of everything”, especially for refugees to adjust school participation and interactions with staff. and understand the rules of their new societies. Only three parents tried to be involved by being It is “the most important thing in life for me and active in their children’s schools through volun- my daughter”, because it offers independence teering or attending a program. This indicates a (Ethiopian Mother, PN 23). This study shows limited active involvement in the schools, which that refugee parents placed a high value on being many of the school staff confirmed in this study. involved in their children’s education and these Interviews with students and school staff values often facilitated their involvement in their added more nuances to the parents’ perceptions. children’s education. The students in the study had similar perception to that of their parents. Most students said that even though their parents do not know how to Meanings of Parenthood help academically with doing homework, they Research on the educational involvement of are concerned about their education and en- refugee fathers in Alberta attributed three main

Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 9 roles to parenthood: role model, provider, and often contradicted with their lives now in Canada. protector (Este and Tachble 2009). In addition, this Fathers who used to spend more time working study found another role associated to parenthood, out of the home before coming to Canada were the sacrificer, which was a common theme among now unemployed and like some of the mothers a few mothers. Perhaps Este and Tachble (2009) were lamenting about “doing nothing sitting at did not find this because their study excluded home” (Syrian Father, PN 1). This made some mothers. The fathers in their sample were also fathers more involved at home than they were in more educated and more likely to be employed the past, as some mother explained, “Now [after than fathers in this study. arriving in Canada] my husband helps a little, he changed, but over there [in Syria] he wouldn’t Role Model because he would come home really tired from Parents offered suggestions, advice, and encour- work” (Syrian Mother, PN 2). agement to guide their children. They also offered cultural and moral guidance, which was seen as Protector more effective in guiding behavior than physical Some parents assumed the role of the protector in discipline. A few parents explain the importance the family. Most refugee families lived in poorer of role modeling in the following ways: inner city areas that tended to be experienced and perceived as riskier at night, filled with The first school for the children is home. We “police cars and siren” and “gangs and drunk have to teach and support them every day people”. Sometimes parents were concerned and (Bhutanese Father, PN 17). wanted to take care of their children, especially I feel they should follow our habits and their daughters, and make them feel “safe and traditions. I don’t want them to go out of the healthy”. For example, one parent mentioned way. Canadian life is not like ours. They don’t that she became “over protective” of her daughter have halal [allowed] and haram [forbidden]. I because she experienced a racist incident in the have to guide them (Syrian Mother, PN 3). community – a man questioned her daughter’s choice to wear the Hijab and called her a “terrorist” You have to remind your children of their (Somali Mother, PN 8). culture so they don’t lose it. It is hard to catch up with the culture of the people here in Sacrificer Canada, and hard to hold your culture back Recent research on refugee children recognizes home [Somalia] (Somali Father, PN 21). the invisible strategies that parents use to support their children, such as using “gift-and-sacrifice” Provider motivational narratives (Graham et al. 2016). A There were some gender differences in how few mothers in this study noted that their role, fathers and mothers perceived their roles. Fathers like their own mothers, involves “sacrificing” often saw themselves as providers responsible for themselves for their children: providing help and support, including money, food, and school supplies. On the other hand, There is no mother like me who care about her mothers were more likely to say that they help with children with everything… The mother has ‘everything at home’, including house chores, such to sacrifice for her children. I don’t care about as food preparation and cleaning, and managing myself, if I learn or not. I care about my children home relations or being attentive to the needs of to learn… My children’s future is my future the family. The way parents perceived their roles (Syrian Mother, PN 2).

10 canadian centre for policy alternatives —­ MANITOBA A mother is supposed to be everything for their lives before and after arriving in order to her children, their mother, father, and brother model good behavior and values. As some par- in their life… You feel that the mother is ents explained: exceptional; you always have her on the side of Look at my condition, I didn’t study or learn. I your mind (Syrian Mother, PN 4). want them to learn and give them what was not This sense of sacrifice is what made five out of given to me. I want them to be from the best seven students in the focus group interview people (Syrian mother, PN 2). express an exceptional image of their moth- Now my children have a luxury life compared ers, emphasizing that an “Arab mother is better to mine. So I tell them sometimes why are you than a Canadian mother”. When asked about careless?... if you are highly qualified you can be why they feel this way, the students explained flexible everywhere… sometimes I regret and that an Arab mother cares about her children blame myself that I should have studied more no matter how old they are, and because she (Bhutanese father, PN 13). doesn’t do things such as “use drugs” or “allow her children to date before marriage” (Student I tell my children an old Arabic proverb, ‘Time Focus Group). In other cases, some single par- and [sea] waves don’t wait for anybody’ (Somali ents also expressed sacrificial qualities when Father, PN 18). they took on both the roles of the father and mother. As one father expressed: “I have two roles: I have to play the role of the mom [be- Barriers to Involvement cause she has a mental disability] as well as the In order to understand refugee parental father” (Bhutanese Father, PN 13). involvement from a more inclusive perspective, it is necessary to examine the barriers that impede involvement. Consistent with the literature on Sharing Migration Experiences refugee families in Manitoba (Kanu 2008: 923; Newcomer parents often make constant com- Magro and Ghorayshi 2011), the findings of this parisons between their past life and their chil- study suggest “multiple, complex, and interrelated dren’s lives now in Canada in order to express factors interact” to create and maintain barriers for their children their “duality of conscious- (perceived and actual) to parent involvement. ness” (Jasis and Ordoñez-Jasis 2012: 84; Suizzo These barriers were grouped into three broad et al. 2015). Students with greater awareness of categories: psychosocial barriers, parental their parents’ sacrifices for their education re- education and language barriers, and lack of ported greater school effort and higher valuing school supports. of education. In a similar way, some parents in this study felt that it is important to share their experiences with their children as a way to mo- Psychosocial Barriers tivate and inspire them to go to school and suc- In this study, participants discussed several psy- ceed in life. Parents used personal and social chological and social challenges that impact par- examples from their migration experiences to ent involvement in education. These include past show their children how much they struggle in migration experience, lack of family supports, the past and the present for them to be able to acculturation stress, internalized racism, fam- have the privilege of accessing a good education. ily challenges, lack of social supports, and lack Parents wanted their children to be conscious of of affordable and quality housing.

Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 11 Past Migration Experiences that they miss their family members and friends Research on refugees show that chronic stress in their source countries. Three refugee mothers or traumatic events that occur before, during, indicated that they are separated from at least and after flight from one’s homeland along with one of their children who did not accompany the rapid physical and psychological effects them to Canada. This was emotionally draining on one’s sense of identity and belonging can for many of the parents as they always thought impact parent involvement in children’s education of their loved ones. A single mother explained (McBrien 2011). Sometimes stressful pre-migration her feelings about missing one of her children: “I experience can also result in post-traumatic am tired from this situation, and 24 hours I cry. I behaviors, such as lack of trust of others (Tadessa am separated from my family and I want my son 2014). All the refugee parents in the study fled to come here, he is young and he has asthma. I their homes due to violence in their countries of would like him to come with his father [to Canada]. origin. The violence took many forms including Even my eyes I don’t see from them because I cry war, civil conflict, ethnic persecutions, and poor lots” (Iraqi Mother, PN 12). Sometimes families social and economic conditions. Parents were separated after arriving in Winnipeg. In one often stressed by the conditions they experienced case a father moved out of the house because of in their source countries. As a mother recalls her divorce one year after arriving in Canada: “It is life in Syria before she had to leave, “My children hard for us to have our parents separate… If we used to hide under the blanket to try to not want something from my dad we have to walk all hear the bullets… they were terrorized by the the way to him and ask him something. Before constant shelling and the massive destruction… it was easier because they are together so we We lost family, friends, close ones, and those we ask them what we need” (Children of a Somali know” (Syrian Mother, PN 2). Unfortunately, Father, PN 21). Sometimes separation made many parents also noted difficult conditions in parents experience a rupture in their time and the neighboring countries they first fled to. In space and a desperate desire to go ‘back home’ these countries, many experienced psycho-social even though the notion of home is unstable. “We stresses including racism, temporary residency thought we will go back to our country, Bhutan, status (often with no to little social entitlements), [but] we stayed in Nepal 19 years… [We] lived in poor housing, restrictions to legal employment, a camp. My body was in the camp, but my mind and difficulties accessing quality and affordable was with my parents and siblings in Bhutan. I education. A few parents had lived in camps am forgetting now” (Bhutanese Father, PN 13). for an extended period of time, as long as two decades. Some parents were also dealing with Acculturation Stress medical concerns or disabilities in their families Acculturation refers to the social and psycho- at the time of their arrival. logical changes that take place in interactions between individuals of different cultures. For Family Separation refugees acculturation can be stressful, some- Being separated from people they love and times resulting in cultural shock, especially for relations that connect them to their land and those who are from a racial or linguistic group culture is a common theme among refugee that cherishes values different from while middle- families. Feelings of mourning, longing, or guilt class Canadian families (Kanu 2008; Dykshoo- related to loved-ones can limit emotional capital of rn 2009). These findings are also echoed in this parents to interact with their children (Rousseau study. Some parents and students have never et al. 2001). In this study, many parents noted seen “white people or foreigners”, “white snow

12 canadian centre for policy alternatives —­ MANITOBA and trees without leaves”, “disgusting food” or of internalized racism. For example, two refu- even a structured city or school in their “forest”. gee fathers put the blame on other parents, like Some did not expect to find it hard to access “easy them, when it comes to parental disengagement things” like the food they grew up liking and ac- in education and challenging behavior in chil- customed to. Some students expressed that on dren. As a few fathers noted: arrival they “hated” their life and wanted their Some immigrants who come here even parents to take them back immediately. Families though they get rent paid and are allowed to often engaged themselves in comparing their lives study end up being drunk [and uninvolved before and after Canada. As one participant ex- in their children’s education], why should the pressed his feelings, “Until 5 or 6 months [after government bring them? Maybe it is better if I arrived] my mind was not working perfectly. they died in Africa? (Somali Father, PN 18). The school somewhere and everything [is] dif- ferent. It is too hard…” (Bhutanese Father, PN What make my children challenging is those 17). While sometimes the stress of acculturation refugee parents who give their children open was experienced as intense extreme stress (e.g. freedom and who don’t know what they are cultural shock), in other times it was more im- doing… My children are affected by those plicit and gradual, especially with some parents because they are their friends and came from who expressed internalized racism. the same place and now they go to the same school (Somali Father, PN 21). Internalized Racism Internalized racism was also common among Research shows that oppression, especially when other mothers and ethnic groups. For example, it is pervasive in society, can also become inter- one participant felt positively attached to her nalized, the hidden injury of oppression that is neighbours who were from a different country often ignored or minimized (David 2014). When of origin than her, but had negative feelings to- oppression is internalized, it can lead to intra- ward neighbours from her own country of ori- group fragmentation and conflict because it pre- gin who she perceived as “all cunning” which vents group members from connecting with one made her prefer social isolation over proximity another. Oppressed group members may begin to (Iraqi Mother, PN 12). In a similar manner, an- discriminate against one another and choose to other parent expressed negative sentiments of emulate and identify with oppressors in order to teachers from her own ethnic background saying create a more positive identity for themselves. This they are disrespectful to families in comparison is not surprising, because in contexts in which to Canadian-born teachers (Syrian Mother, PN oppressed groups are forced to be consistently 4). Internalizing racism towards their own eth- and systematically devalued and dehumanized, nic backgrounds can limit parent interactions the oppressor becomes the model of acceptable with school staff and with members of their own humanity (Friere 1970 cited in David 2014). One community who can be a much needed source form of internalized oppression, is internalized of support and empowerment. racism, holding discriminatory attitudes towards one’s own ethnic group. Ethnic self-hatred can Perceived Loss of Parental Authority lead to negative health outcomes and embarrass- Similar to previous research findings (Brewer and ment about one’s family, particularly those who McCabe 2014; Este and Tachble 2009; Kanu 2008), are less acculturated or with less social capital some refugee parents in this study felt that the (networks, skills, and resources) (David 2014). re-settlement process jeopardized their position Some parents in this study expressed sentiments

Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 13 in the family. These feelings were often a source speak with them, let them do what they like they of constant emotional stress. The loss of control will know themselves and then come back after was sometimes associated with their children’s’ (Somali father, PN 21). school performance and/ or adulthood. It was Most students in the focus group said that they also associated with the “role reversal” between “spend a lot of time out of the home” and that parents and children, when the latter helps the they were “shy” to approach at least one of their former in dealing with issues such as interpre- parents, usually the father. As one student ex- tation and navigating between systems. This plained, “We can’t talk about everything. Some- tends to happen more and more as the children times if you tell them something they will not acculturate and learn the language faster than allow you so I won’t” (Student Focus Group). In their parents. Sometimes this puts the children a few cases, parents were resentful and intimi- in an inappropriate position that can be stress- dated because local child welfare authorities in- ful on them. More than half of the parents in terfered in their involvement with their children the study relied on their older children to help (see also Este and Tachble 2009). As a parent and the younger children with homework and oth- some school staff mentioned: er duties in the home, such as household chores and child care. Sometimes the children acted as One day my son called that office [Child and interpreters and translators for their parents as Family Services - CFS]… After that my wife had they communicated with school staff and others to go to some office for parents to go learn how around them. Some students also helped their to be with kids, that is something very funny. parents learn English and do their homework. We don’t have a choice. We go for a month every These family relations can undermine parental Wednesday and then they give us a certificate, involvement in their children’s education. Parents but the boy was wrong not us… (Congolese felt that they were either losing or had already Father, PN 6). lost control over their defiant children who were Some parents are so intimidated [in dealing with perceived to be exerting more independence as CFS] because they don’t have the knowledge… a result of living in Canada: [to] be empowered… or they don’t evolve as fast When I talk to my son, he tells me: “What can as their child… Sometimes that is where the kid you do? Nothing! Even police cannot catch me falls at the crack because parents are not that because I am under 18. What do you say?” I say much involved as they should be other than you are crazy… We are told [by the children] maybe going when the school calls… I’ve seen this is Canada and we can do what we want… many parents feel helpless, disappointed, and This made me very, very angry, I was crazy regret their decision of coming here because about that” (Congolese father, PN 6). they seem to be getting away from their child emotionally (Staff Focus Group). Here they have freedom and have more power to do what they want. That is a problem sometimes Refugee students have overwhelmed parents with dealing with children. When I say stop it or have been placed in temporary foster care they have to listen, but here they ask questions, (Survey Response) why I should listen to you? (Bhutanese father, In addition to experiences with CFS, three par- PN 17). ents mentioned that their family had to deal with When I tell their parents to talk to their police on one or more occasion. Two parents also children, they will say here it is Canada we can’t indicated that one of their children no longer live

14 canadian centre for policy alternatives —­ MANITOBA with them because they were “impolite”. These Single Parenting parents expressed very limited involvement in The stresses of daily life was felt especially by their children’s education. single parents and those who were struggling to negotiate employment outside of the home and Lack of Social Support involvement in their children’s education. Five Refugee families often lack the supports needed refugee parents, mostly mothers, said that they to navigate the stresses they experience, which live alone with their children, either because of can result in “time-poverty”, the lack of ‘free being widowed or separated from their partners, time’ that parents can dedicate to their children’s often before arriving to Canada. Some single par- educational needs and concerns (Williams and ents, who were employed full-time, explain their Sanchez 2011: 55). Some parents in this study had struggles with involvement in the following ways: more than one job or worked evening shifts, and Now I start work [as a cleaner/janitor] at 4pm sometimes the students themselves were work- till midnight. When I go home they are sleeping. ing to support the family. As the experience of That is why we see each other in the weekend one father shows: more. It is hard during the week… I am almost I work double shift. One company doesn’t working for 4 years by myself. It is very hard for give double shift, so I go to one place 8 hours them too (Single Ethiopian Mother, PN 9). and then to another company for another I have all the responsibilities like groceries 8 hours. In every 7 days I do 3 days double and everything. [Sometimes] I ask them [my shift, continuously… This affects how much I children] to do something [for me] they say no. am at home and my wife would help at home I tried to get a license but I failed the computer (Bhutanese Father, PN 19). test about 10 times… I don’t have a husband to I have no idea [what happens inside the home take us around. I have other friends who don’t with my children]… most of the time my wife is call me because they know I don’t have a car… with the kids because I have to work (Bhutanese I don’t know English I can’t work here (Iraqi Father, PN 17). Mother, PN 12).

Parents were often busy with “going to school to Housing: ‘The Problem With the Home is learn English”, “establishing themselves”, “rais- the Home’ ing younger children at home”, “long hours of Housing vulnerability and negative neighbour- work”, “finding a job”, and “sandwiched” by “fi- hood characteristics in the inner city, such as nancial pressures” to support their families, at poverty and crime, which is more common in home and abroad, and paying back “transporta- the inner city, affect the re-settlement experi- tion loans” to the government. Too much pres- ences of refugee families (Carter and Osborne sure on parents can sometimes make them re- 2009; Shier et al. 2016). It is very difficult to find active to their children or ignore them in order an affordable and good home near a school for to cope. As one mother explains, “Sometimes I most refugee families due to their larger size. feel like I want to explode! I will yell in a loud Almost half of the parents interviewed in this voice at my children so they get scared and lis- study noted challenges with their housing con- ten” (Syrian Mother, PN 4). Being pushed for ditions, especially on arrival. Living in poor and time often impacted the quality and quantity of often crowded homes was not always condu- their involvement in their children’s education cive for positive parent involvement. One single and life in general. mother said that her building has bed bugs and

Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 15 pesticides are sprayed on a monthly basis and as if I am drowning in the water!” (Bhutanese she was tired from packing and unpacking her Father, PN 13). furniture and belongings. Sometimes her nights I am better than many refugees who come here were interrupted by youth playing with the fire without knowledge or going to school because alarm at night. She also noted that the smell of many of them don’t speak English. They are drugs, often smoked by youth, is common in her in a difficult situation. They don’t know what building. This mother felt, as a non-Syrian refu- their children is learning or doing… at and after gee, that she was not as fortunate with housing school (Somali Father, PN 21). and supports from the government. However, in- terviews with Syrian families in this study show My father barely knows the [alphabet] letters, that they are not necessarily more privileged than he can’t help me. I am helping him. My parents other newcomers in their housing experiences. go to English school and they come home with As some explained: their own homework and I have to help them (Student Focus Group). Our current home is small. We have 2 bedrooms and we are a family of 7... We also don’t have a Not being able to communicate caused families washing machine or a dryer. I fight sometimes to feel stressed and isolated, especially when there with my husband and my children. I tell them were material and emotional issues requiring at- sometimes to throw books away to have more tention and support from outside of the home. It space at home (Syrian Mother, PN 2). also limited parent interactions with the schools. Most parents did not talk with staff at school un- Like their parents, when two siblings in the same less there was an issue concerning one of their house were interviewed they said that “the prob- children when a translator was available, or when lem with the home is the home”, they explained they are invited to attend a parent meeting. These saying that their home is small, crowded, and experiences are not surprising, given that most “filled with cockroaches” (Children of Syrian parents did not complete high school, and four Mother, PN 2). parents, from Congo and Somalia, have never been to a school. For example, one mother said Parental Education and Language Barriers she couldn’t learn because both her parents died after she was born and she “didn’t have chance to Research on refugee parental involvement shows study” (Congolese Mother, PN 7). Another moth- that lack of proficiency in the English language er said that “We lived in forest this is why I don’t coupled with low levels of education and lack of have any education” (Somali Mother, PN 8). To self-confidence are often barriers to communi- help their children academically, most parents re- cation between parents and teachers (Tadesse lied on after school programs and on their older 2014; Georgis et al. 2014). The most cited issue children to help their younger siblings. among participants in this study was relating to language barriers, especially on arrival, and not being able to help children academically be- Lack of School Supports cause of lack of education. As two parents and a Consistent with the literature (Kanu 2008), we student each explained: found that schools often struggle to address the It is difficult for old dogs to learn new tricks. It needs of refugee families due to fiscal concerns is difficult to change habit, the way we speak. and the lack of appropriate supports. School sup- The first time [when I arrived in Winnipeg] I felt ports were grouped into three categories: lack

16 canadian centre for policy alternatives —­ MANITOBA of appropriate and timely communication be- support. Like in my class… I have 23 kids who tween school staff and parents, the lack of time don’t speak English and no support in class. and support for teachers to involve themselves Even when the parent comes to talk to me I with refugee families, and lack of diverse teach- can’t talk to that parent, because I have other ers and culturally inclusive training. kids and I am in elementary school where I am supposed to be dismissing kids home safely Lack of Communication (Staff Focus Group). Research shows that providing “caring, respect- Other staff, especially school administrators, ful, and culturally sensitive communication can agreed with this experience noting that most foster refugee parent-teacher relationships” (Ta- staff are under-supported because it is the fis- dessa 2014: 304). However, most parents and 14 cal “reality of all of our classrooms”, even though school staff in the study noted that communica- they recognized that “engagement is dependent tion is often a barrier between them and refu- on one-to-one contact to a large extent”. This gee parents who often speak little to no English. finding is similar to recent research on paren- Parents said that their schools often send doc- tal involvement, which shows that the “beliefs uments or automated-phone messages in Eng- that teachers and administrators held about ef- lish only and they struggle to understand them. fective ways to keep parents informed and en- They often relied on limited informal networks gaged were not put into practice” (Brewer and to help them translate and complete appropriate McCabe 2014:16). forms. School staff interviewed noted that even if documents are translated, some parents are Lack of Diverse Staff and Culturally unable to read in any language. The struggle to Sensitive Training communicate also sometimes made it difficult Similar to existing research (Brewer and McCabe to fully understand and deal with their children’s 2014; Tadessa 2014; Dykshoorn 2009; Kanu 2008), behavior issues. we found that there can be a mismatch between parent and teacher expectations and that a teach- Lack of Support for Teachers er’s performance can be hindered by limited or School staff indicated that their schools are lack of knowledge and exposure to parents from limited in offering supports such as translators refugee backgrounds. Many participants, espe- and support workers. Some felt that instead of cially school staff, in this study felt that more di- receiving more supports to better deal with an verse teachers and culturally sensitive training increasing number of refugee families, they are are needed to avoid misunderstandings and to receiving fewer supports as a result of limited better ensure positive outcomes. Some parents funding available to schools. One school staff expressed a different cultural understanding of said in a survey that “the EAL [English as Addi- interacting with teachers and disciplining chil- tional Language] support teacher that was pro- dren. For example as one parent explains, “Back vided by the province was helpful, but the posi- home [in Bhutan]… It was with a stick with more tion has been cancelled”. One teacher hesitantly discipline. And we should not speak eye to eye. explained in a focus group that she believes it to It is not respectful. We are scared. Teachers who be too “controversial” to ask for more support were from the ruling class would physically beat for EAL teachers: us… [and] gave us more homework” (Bhutanese Seriously, if we need to build these things like Father, PN 13). In this case, avoiding eye contact relationships with our parents, we need to have can be misunderstood by a school staff as disre-

Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 17 spectful. Some school staff pointed out that par- at her in front of other kids… She failed and ents’ cultures were sometimes a barrier to being didn’t go back to the same school... There were involved because some “were scared to speak many complaints about teacher being racist and to school administration” or because they held there were other comments like that from all views that were either patriarchal or incorrect. the other coloured kids. She would pick and yell A few teachers and support workers pointed out at them… I heard now that the teacher got fired that some staff around them can be “so narrow (Somali Mother, PN 8). minded and so prejudice” against some students Parents also said that they felt judged sometimes by of colour. This can cause issues between families their children’s teacher. For example, one mother and staff to be “blown out of proportion”. As one said that she was treated as a “poor refugee” by teacher and a parent each explained: her school teacher, even though she was not poor I have an EAL classroom and my kids are all before fleeing the war in her country (Ethiopian different from the rest [mostly newcomers]… Mother, PN 9). it bothers me so much why is it that everybody As has been heard through the voices of [school staff] is putting all their efforts into parents, students, and staff, there are multiple and getting my class into a straight line, while other intersecting challenges that refugee families have classes the teachers don’t even know where all to navigate in being involved in their children’s their students are (Staff Focus Group). education, inside and outside of the school system. Given these challenges, supports need to be offered My daughter [who was grade 10 at the time] within a holistic framework that is responsive to cried because of a teacher. The teacher yelled the needs of refugee families.

18 canadian centre for policy alternatives —­ MANITOBA Recommendations

Our analysis of the data gathered leads us to understandings and how parenting practices are three main recommendations that we believe structurally constructed and embedded in social can promote more meaningful and effective context and experience. Assuming that refugee parental involvement in refugee families. First, parents are not as involved in or concerned with educators must consider the experiences of par- their children’s education, simply because of school ents and expand their understanding of ‘involve- participation, ignores the stresses they face in ment’ to avoid the mislabeling of parents as ‘un- the contexts that they live in. These assumptions involved’. Second, educators must improve their are rooted in deficit thinking and discourse on efforts to make schools more accessible and in- at-risk-ness (see Auerbach 2007; López 2001). clusive. Third, all stakeholders involved, includ- Even if parents do not necessarily advocate for ing the Winnipeg School Division, community themselves in other realms of civic participation, organizations, and all levels of government, need they can “become active, motivated agents of to provide more academic and social supports empowerment and change when fighting to improve to families by offering quality after-school pro- their children’s education and their opportunities grams and providing opportunities to empower in life” (Jasis and Ordoñez-Jasis 2012: 85). and improve the skills of parents. Recent research also shows that traditional barriers facing parents such as language, can act as “catalysts”, this means that although they Consider Parent Experiences to Avoid can limit involvement, they can also facilitate Misunderstandings involvement (Brewer and McCabe 2014). Simi- This study shows that refugee parents believe that larly in this study while most parents identified they are involved in their children’s education and several barriers to involvement, some of them place a high value on involvement. They make desired and became more involved to counter great efforts to involve themselves using their the effects of the barrier. For example, while lack lived experiences, in spite of the challenges they of diverse teachers was a barrier to involvement face before, during, and after migrating. For this for some parents, it was also a motivator for oth- reason it is important to consider different cultural ers. As one parent explains:

Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 19 He [the teacher] was struggling to make experienced a downward grade mobility them [the students] understand what he was (e.g. going from grade 12 to 11). In the teaching… I invited myself and the teacher was absence of intensive academic and social very happy to see me. He was saying to me that supports for their children, parents wanted I am a model. He invited me and welcomed the schools to place students in grades that me. He invited me the second time… so I reflected more their educational level, in volunteered there (Somali Father, PN 21). addition to their age and English level.

While this parent may have been more active • More timely and appropriate translation in his involvement than most other parents be- and interpretation services to help cause he was comfortable speaking English and parents communicate with the school. had completed high school, this example also Communication can be enhanced by highlights the need to avoid labelling parents making information available to parents in by barriers or vice versa. their home language, encouraging parent- teacher relations, and inviting parents to participate in special activities. Professionals More Accessible and Inclusive Schools should try empowering parents with In order to promote more meaningful and effec- structural information about the main tive parent involvement among refugee families elements of the educational curriculum the Winnipeg School Division need to make spac- with minimal reliance on written technical es and relations in their schools more inclusive language, because some refugees struggle and empowering. This can be done by: to read and write in any language. This • The Winnipeg School Division needs to will help parents know the ‘language of change the manner in which students the school’ and the expectations related are assessed for grade placement. Many to school readiness and success, so that families and some school staff in this study inconsistencies can be reduced or avoided cited grade placement of students, based on (Weine 2008; Sainsbury and Renzaho 2011; age alone and not their academic level, as a Brewer and McCabe 2014). key challenge for students. Most students • Increase diversity among school staff.It in this study, especially the older boys, is important to have well-trained school had interrupted schooling and struggled staff from similar backgrounds as their academically in their schools, especially on refugee communities to help parents be arrival because they were often placed into more comfortable in approaching the regular classrooms with limited supports. school for assistance and for involvement Parents felt that their children struggled opportunities. This can be also be done to obtain all the credits necessary to by training and hiring refugee parents graduate from school before they turn 21. in schools (Brewer and McCabe 2014; One parent explained the impact of grade Tadessa 2014). placement on his older son: “It is the most • Provide wrap-around and culturally horrible and unsatisfied learning... They sensitive supports through the use of cultural have got a big bulldozer behind them. They brokers. Georgis et al. (2014) show how a have to run to save themselves otherwise three-year Transition Supports Program, they will be pushed and buried” (Somali at an inner-city high school with a dense Father, PN 21). Some students in this study newcomer population in Alberta, was

20 canadian centre for policy alternatives —­ MANITOBA successful in providing parental support and • Promote more collaboration between improving parent involvement along with community organizations and schools. relations between families, their schools School staff, in this study, suggested it and their communities. In addition to would be beneficial to receive assessment offering linguistic and academic support to information regarding their families from students, the program supported families by community organizations or programs to providing cultural brokers who provided in- better understand their needs. Keeping school brokering services and out-of-school in mind that the responsibility for this wraparound family support. The authors involve different levels of governments, concluded that this is a successful model to the Winnipeg School Division can try effectively and meaningfully support refugee to better ensure it is doing its part in parents because cultural brokers fostered a advocating for more collaboration and in sense of belonging while addressing some of building relationships with community the socio-cultural barriers associated with organizations. the resettlement process. • Develop a “protocol” to guide practices • Offer more culturally sensitive training for related to refugee involvement within school staff to help them better understand school divisions. School staff identified parent needs and include their experiences the need for a guide that would provide a in the schools. School staff in the Winnipeg reference and best practice tool to ensure School Division need to perceive their role consistency, not a “one-size-fits-all” model as supporters and advocates for families. since refugees are not a homogeneous In order for them to do so, school staff group. The consensus among school especially those with more privilege staff in the focus groups was that some and less awareness and interactions general information on refugee parental with refugee families, would benefit involvement, grade placement, and best from training on cultural competency practices can be shared within the school and safety. School staff will also need to division. For this guide to be effective it be supported by their schools to avoid needs to be implemented by the Winnipeg burnout or compassion fatigue. School Division in ways that is consistent • Provide “flexible” supports to enhance and accountable. participation. This can involve educators or support workers meeting with parents on weekends or at their homes. It can Advocate and Offer More Supports also be done by offering child care during Many parents in this study felt that in order to parent meetings or translation services promote more involvement in education, fam- outside of school situations (see Brewer and ilies like them could use more supports and McCabe 2014; Magro and Ghorayshi 2011). networking opportunities. This can be done in Since refugee parents have English classes three main ways: and sometimes employment during the • Increase access to after school programs. day, allowing them to meet with the school To be able to help their children with at alternative times or without notice can homework, most of the parents in the study promote more interactions, even though had their children enrolled in after-school arranging for interpretation services on programming, which included supports short notice is a challenge. with homework and extracurricular

Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 21 activities. This gave a sense of relief for can be promoted by the schools and parents because they felt the programs community organizations. In addition, can help improve student outcomes. we need to include refugee parents in As one parent explained: “After school programming that is specifically focused programs are very helpful. For instance, I on their challenges while offering child am working and I am a refugee and I don’t care to ease their access (Shimoni et al. have anybody to help here. Back home you 2003; Este and Tachble 2009). Parents in can get somebody to help you like your this study felt that more programming brother, nieces or nephews. Here there is can be offered for children under the age no body…” (Congolese Mother, PN 10). For of 12 and for the parents themselves, who this reason, the Winnipeg School Division are often excluded. Parents wanted more and community organization can offer and better English language training more after-school programming to support programs and cultural programs that refugee families. help them understand rules and general • Improve the quality of after school information, including on disciplining programs. Some parents had children. Parents also felt that more recommendations to improve after school financial supports can be provided to help programs. A few suggested increasing the ease pressure on families in order to cover quantity and quality of mentors, this can the cost of expenses, including paying be done by hiring more people from the rent, supporting families overseas, and same ethnic and cultural backgrounds repaying transportation loans granted as the children or by allowing parents to to them by the government. Finally, one volunteer and get to know the program parent felt that refugee communities need and what their children are doing. Some to be more unified and equality needs parents felt that less ‘free play’ should be to be established throughout society to offered, and more focus should be on core effectively promote parent involvement. academic subjects since some of their This means supports need to be offered to children lack the necessary foundation to refugee parents at the local, municipal and catch up in class. federal levels; not from a neoliberal, self- help approach, but from an empowering • Help parents help themselves through perspective. Refugee parents often community supports and opportunities. face barriers to being involved in their Research shows that one of the best children’s education and all stakeholders ways to support refugee parents is to at the school, community and government provide intensive support for them to levels need to advocate with and for them learn English and to offer strategies for in social contexts that often excludes their enhancing their chances for suitable experiences and desires. employment. Connections to employers

22 canadian centre for policy alternatives —­ MANITOBA Conclusion

The overarching goal throughout this research Refugee parents may differ in how they view study was to examine the process of refugee themselves as parents, but they all agree that parent involvement in their children’s education parent involvement in children’s education is in Winnipeg’s inner city. Following a community- important for social and academic success. based research approach, the study’s primary focus However, their perception of involvement was was on refugee parents’ experiences, practices, often broader than the perception school staff had, and contexts. By including parent voices, a more which was limited to school-based involvement. inclusive understanding of parent involvement Parents often focused on informal means of was offered. These voices were validated with the involvement, such as following-up on children literature review and the information gathered at home, providing support and guidance, and from school staff and the children of refugee by sharing their migration experiences and parents. motivational narratives of sacrifice with their It is evident that newcomer parents from ref- children. Involvement for the families was a ugee backgrounds face multiple and intersect- source of meaning that sustained their feelings of ing barriers to being involved in their children’s belonging and a source of protection that provided education. Parents often faced a range of psy- a safety net for their children during stressful chosocial challenges as a result of their migra- times. For this reason, in the few cases when tion to Winnipeg. These challenges were com- refugee parents struggled with being involved in pounded with education and language barriers their children’s education, especially for single and the lack of school supports. Even though mothers employed-full time, there was significant parents struggled with helping their children acculturation stress noted. academically and were not actively involved in Until structures and relations of violence the schools, they still felt very involved in their that generate displacement are addressed by children’s education and life in general. Howev- transnational powers, including the Canadian state, er, at times, it seemed that their children were refugees will continue to migrate to Manitoba. It struggling in school and at home in spite of the is imperative that supports for refugee families parents’ efforts and desires. offered by the schools, the community, and

Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 23 governments are increased, in quantity and quality, In addition to improving the social opportunities and are continued beyond their arrival. Supporting and personal skills of parents, all stakeholders refugee parental involvement meaningfully and must try to involve them in ways that is based effectively requires educators and policymakers to on their experiences. Failing to do this will keep consider the context of their experiences so that refugee families in assimilative and precarious they can be better supported and empowered as contexts that continue to create and maintain the parents and individual members of the community. power inequities and inequalities they experience.

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Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 27 28 canadian centre for policy alternatives —­ MANITOBA Being Involved in Uninvolved Contexts: Refugee Parent Involvement in Children’s Education 29 Unit 205 – 765 Main St., Winnipeg, MB R2W 3N5 tel 204-927-3200 fax 204-927-3201 email [email protected] WEBSITE www.policyalternatives.ca