Understanding the Educational Needs of Immigrant Somali Children: Using the Multiple Perspectives of Parents, Children, Immigrant Community Leaders, & School Personnel
African immigrants represent one of the fastest grouping groups in the US, with almost half arriving since 2000, with Somalis representing 40% of recent African immigrants. Immigrant families experience many transitions, including working with public schools. Research has noted an association between parent involvement and positive child outcomes. Barriers to parental involvement can include: unfamiliarity with US educational systems, language/communication issues with school officials. Teachers can be less aware of immigrant family culture and acculturative stress. While we have some understanding about the challenges that immigrant families can face when working with school systems, little is known about the particular challenges that African immigrants families face, what supports would be helpful to parents, or what their children’s school-related needs are.
Methods
This paper presents findings from a study conducted in a large northeastern urban city. Our research question was: What are stakeholders’ familiarity of the school environment for Somali immigrants; barriers/facilitators to positive working relationships, and the school-related needs, particularly for special needs students?
Phase 1. This exploratory phase included five focus groups: (a)Somali parents(n=10), (b)elementary-school children(n=8), (c)middle-school children(n=10), (d)Somali community leaders(n=5), (e)Teachers(n=9). Three administrators were interviewed. Purposive sampling was employed. Qualitative analyses were conducted, using an inductive, thematic process in a phenomenological approach. Findings provided a foundation for phase 2.
Phase 2. The descriptive study examined parent/student perspectives of the school environment, utility of school programs/activities, barriers/facilitators to positive working relationships, current gaps in educational programs, areas of training for parents or teachers, and needs for Somali immigrant students. Three purposive samples were used. We administered brief anonymous questionnaires to Somali parents (n=20), middle school students (n=30) and teachers (n=10).
Results
Phase 1 findings highlighted a poor understanding that Somali parents had about the school system, rights as parents, abilities to ask for specific services, and what special needs meant. Many worried about negative consequences when disagreeing with school decisions. Somali children noted a lack of access to programs and being stigmatized and isolated. Somali community leaders identified the “mis-connect” between Somali children needs and the programs they attended, little monitoring of student progress: “once in a program, always in the program.”
Teachers were less aware of the Somali culture, finding it challenging to work with parents. Administrative personnel had only a modest understanding about Somali culture and their acculturative stress.
Phase 2 findings highlighted gaps in understanding between Somali parents/children and teachers. Parents (85%) and children (75%) described the school environment negatively. Parents (60%) and teachers (25%) identified interests in training. Parents and teachers highlighted the importance of classroom activities (85%; 100%); students (70%) highlighted recreational activities.
Conclusions & Implications
Findings highlighted the need for supportive services and parent/teacher trainings and informed our design of parent-focused support groups and trainings. Increased awareness of perspective differences and student needs have resulted in a collaborative partnership between school administration and Somali community leaders. Additional research is needed to understand further the roles parents can take in supporting their children’s education, particularly those more isolated Somali parents/children.