Barriers to African parental involvement within the UK education system

TY - JOUR

T1 - Barriers to African parental involvement within the UK education system

AU - Corrado, Evelyn Wandia

PY - 2024/3/26

Y1 - 2024/3/26

N2 - Even though students from African backgrounds have above-average education achievements in the UK, some students still struggle to integrate into the school systems. Parental involvement has been reported to have a significant influence on pupil achievement. Thus, this research aimed to identify parental involvement barriers experienced by African parents in the UK. Researcher conducted five focus group interviews with African parents living in the UK. The focus groups were both on Zoom and face-to-face. African ethos of collaboration and dialogue were utilised to help participants freely discuss their experiences. The approach was formed from an empowerment perspective, aiming to break the top-down barriers that hinder African parental involvement. Thematic analysis was used to reveal emerging themes. The study findings indicated cultural and structural factors that need addressing, such as prejudice from teachers, poor communication systems between schools and parents about the curriculum, and the expectations for parental involvement. In addition, many parents voiced a lack of understanding of the school system. The issues identified in the study need to be acknowledged and addressed collaboratively by educators and parents to enhance the best outcomes for African students.

AB - Even though students from African backgrounds have above-average education achievements in the UK, some students still struggle to integrate into the school systems. Parental involvement has been reported to have a significant influence on pupil achievement. Thus, this research aimed to identify parental involvement barriers experienced by African parents in the UK. Researcher conducted five focus group interviews with African parents living in the UK. The focus groups were both on Zoom and face-to-face. African ethos of collaboration and dialogue were utilised to help participants freely discuss their experiences. The approach was formed from an empowerment perspective, aiming to break the top-down barriers that hinder African parental involvement. Thematic analysis was used to reveal emerging themes. The study findings indicated cultural and structural factors that need addressing, such as prejudice from teachers, poor communication systems between schools and parents about the curriculum, and the expectations for parental involvement. In addition, many parents voiced a lack of understanding of the school system. The issues identified in the study need to be acknowledged and addressed collaboratively by educators and parents to enhance the best outcomes for African students.

KW - African Parents

KW - Parental Involvement

KW - Social Justice

KW - Voices

KW - UK Education

M3 - Article

JO - Power and Education

JF - Power and Education

ER -