Supporting Migrant Parents in Multicultural UK Schools: A Phenomenological Study about Turkish Migrant Parents and Children Perception of School Support
This phenomenological study examines perceptions of some migrant Turkish parents and children about support provided by schools for parents. Additionally reveals perceptions of some schools about parental support. The study is carried out at two schools with 6 teachers and at a community centre with 7 parents and 5 children. Individual and group interviews were employed to learn about the experiences of parents, students and teachers, about schools, support to migrant parents and its effects on migrant parents’ lives. Findings suggest poor language skills, working full-time, lack of confidence and not being familiar with the education system are big challenges for parents, which prevent them from involving their children’s education and getting into contact with school. It is also found that parents experienced little or no support from school about their challenges and schools that parents are talking about lack different activities to engage parents with their child’s education and make them feel confident. During interviews, there were very limited examples of supportive activities by schools to help parents gain confidence and socialize, but two parents felt more confident and socialized with the help of their daily interaction with the school.
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