Main determinants of immigrant families’ involvement and participation in school life /Principales determinantes de la implicación y participación de las familias inmigrantes en la escuela

Abstract

This work is focused on deepening our understanding of family actions when participating in school life and of the intensity of their involvement with the school work that their children perform, or should perform, at home. Specifically, this study examines whether there is a relationship between family participation and involvement, what are the situations that characterize the differential performance of fathers and mothers; an analysis is also carried out of each situation to identify which elements determine their participation or involvement behaviour. To this end, the sample consisted of 279 subjects from Latin America with children enrolled in the fifth or sixth grades of primary education. The results show that involvement and participation are independent phenomena, that mothers are more involved and participate more in their children's school life, and that the elements determining these two actions are different for both mothers and fathers.

Performance factors and immigration. Impact of individual and school variables / Factores de rendimiento e inmigración. Impacto de variables individuales y escolares

“…Among these, it is important to note support for competence development in the target language, intervention in teaching/learning and the involvement of parents in the community (OECD, 2010). These same conclusions are presented by Karbach, Gottschling, Sengler, Hegewald, and Spinath (2013), who highlight the influence of parent/tutor involvement on student performance, and by Lorenzo-Moledo, Godás-Otero, and Santos-Rego (2017), who emphasize the need to include parental involvement programmes in plans aimed at improving educational achievement. Alongside this, it would also be advisable to implement assessment and monitoring designs to monitor progress, since, as indicated in the 2018 OECD report on immigration and education, societies’ capacity to maintain social cohesion in the face of high percentages of immigration depends on their capacity to integrate these groups, and, in view of this, the support of schools as an inclusive and integrating element that responds to diversity is essential.…”

“…Al respecto, es reseñable que entre las siete áreas de intervención educativa que define la OECD para favorecer la equidad, se incluyen de forma explícita actuaciones en esta línea; entre ellas cabría citar, el apoyo para la adquisición de competencia en el idioma de acogida, la intervención en el entorno de enseñanza/aprendizaje o la implicación de los padres y de la comunidad (OECD, 2010). Esas mismas conclusiones son recogidas por Karbach, Gottschling, Sengler, Hegewald, y Spinath (2013) que hacen hincapié en la influencia de la implicación de los padres/tutores sobre el rendimiento del alumnado, o por Lorenzo-Moledo, Godás-Otero, y Santos-Rego (2017) que inciden en la importancia de incluir programas de implicación parental en los planes de mejora del rendimiento educativo. Junto a ellas sería aconsejable implementar diseños de evaluación y seguimiento para la monitorización de su progreso, porque tal y como se indica en el informe sobre inmigración y educación de la OECD del año 2018 la capacidad de las sociedades para mantener la cohesión social en presencia altos porcentajes de inmigración depende de su capacidad para integrarlos y para ello el apoyo de la escuela como elemento inclusivo e integrador que atiende a la diversidad es esencial.…”

Twenty years of research on immigration and school in Spain: taking stock of some of the lessons learned (Veinte años de investigación sobre inmigración y escuela en España: balance de algunas lecciones aprendidas)

“…Sin embargo, ambas están satisfechas de la relación con el tutor. Por su parte, Lorenzo et al (2017) señalan una mayor participación de las madres frente a los padres de los alumnos migrantes.…”

“…However, both are satisfied with their relationship with the teacher. In turn, Lorenzo et al (2017) state that mothers of immigrant students participate more than fathers.…”