Recently Immigrated Parents and Their Relationship to Schools. Migratory Context and Social Representations
In this article, we aim to better understand parents’ social representations of their children’s school and schooling through elements related to their premigration context and their settlement in the host society. Using a qualitative-exploratory-interpretative approach, we collected from 25 families who have been established in Québec from six months to nine years. Our results show the necessity of considering the rationale of their migration when it comes to understanding parents’ positions towards school perseverance. Taking settlement challenges in regards to socio-professional integration and to the acculturation process into account also sheds light on parents’ positions towards the teaching of English and socialization values conveyed in school (real or perceived).