Teacher Perceptions of Arab Parent Involvement in Elementary Schools

This study examined five areas of Arab parent involvement in elementary schools in an urban Midwestern district using structured surveys of Arab (n = 45) and non-Arab (n = 87) teachers and interviews of 39 first-generation Arab mothers. Factor analysis, a statistical approach used to analyze and explain the interrelationships among a large number of variables, was used on each area and yielded descriptions of 12 facets of parent involvement. Results suggest the following teacher perceptions of Arab parents and their families: a) most view the school as the authority; b) most believe that education is important; c) parents can assist their children with school if given guidance; d) English language skills are important; and e) school-parent communication is tradition bound, with parents reluctant to ask questions. Teachers considered themselves efficacious in teaching Arab students and indicated they received high levels of administrative support the school community journal