Increasing parental attendance in parent-teacher meetings regarding parents with minority background in schools
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This study focuses on the challenges towards increasing minority parents‟ attendance in teacher-parent meetings in the Norwegian school system. There exists a compelling evidence that parental engagement will positively influence academic achievement of children in school. The benefits are perceived to be experienced across all the social economic classes that exist in the society. These classes, coupled with the growing concerns of the laxity in parental involvement have attracted a need for research and development on the issue. This is because this laxity is negatively influential in effective growth and development among students. Minority parents and students have attracted concerns from the Norwegian education system because there is a reduced parents‟ participation in school activities. Most schools in Norway are affected and will have to come up with ways to improve parental involvement of minority parents. Mitigating the barriers to minority parent attendance and involvement in teacher-parent meeting in schools will involve all the stakeholders in education. Therefore, this research employs qualitative methods in order to identify the measures that increases parental attendance by employing an analysis of secondary data from case studies previously conducted on the matter. It also utilizes a cultural perspective, which is found important to identify challenges that are involved in ensuring increased minority parent participation. Ultimately, in light of the research several recommendations have been made on alternative ways to address the issue.
Master's thesis in intercultural studies. VID Specialized University, Stavanger, December 2016