Parental perspectives on dual language classrooms: The role of the African American parents

Eurydice Bouchereau Bauer, Dorian Harrison

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Although limited research studies exist on African-Americans in dual language programs in general, even less exist on African American parents' experiences within dual language programs. In this chapter, we present the voices of nine African-American parents. These voices serve as a lens to understand the ways in which the program impacted these parents' homes and the lives of their children. The data was gathered within the first two years of a dual language program. Each of the families was interviewed twice across two years. Three major findings emerged. First, the capital that students gained in school impacted the adults at home. Second, these new home interactions based on students' school learning influenced parents' and students' views of themselves and their community. Third, in the home and in the community, ambivalence was reflected regarding learning basic school concepts in a second language. This study captures the tug and pulls associated with families wanting to provide their children with the best opportunities within a racialized society.

Original languageEnglish (US)
Title of host publicationHandbook of Research on Cross-Cultural Approaches to Language and Literacy Development
PublisherIGI Global
Pages139-157
Number of pages19
ISBN (Electronic)9781466686694
ISBN (Print)1466686685, 9781466686687
DOIs
StatePublished - Aug 4 2015

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

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    Bauer, E. B., & Harrison, D. (2015). Parental perspectives on dual language classrooms: The role of the African American parents. In Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development (pp. 139-157). IGI Global. https://doi.org/10.4018/978-1-4666-8668-7.ch006