The impacts of South Asians’ parental involvement in bilingual children’s academic achievement in Southwest Florida

ABSTRACT

South Asians, including Bangladeshi, Indian, and Pakistani Americans, are considered a model minority and is one of the fastest growing in the US, financially stable, and highly educated ethnic subgroups in the U.S. The purpose of the study was to investigate the influence of cultural background and household structure on parental involvement in their bilingual children’s academic achievement. The survey instrument was distributed via online and directly to first generation Bangladeshi, Indian, and Pakistani (FGBIP) parents of children studying K–12 in public schools throughout Southwest Florida. The correlation coefficient and multiple regression analysis reflected that family’s cultural background and household structure had no statistically significant relationships with parental involvement activities and their bilingual children’s academic achievement. The results of this study have potential implications for policy makers, educational leaders, educators, and parents to explore various factors and develop policies for bilingual students to promote student academic achievement.

KEYWORDS:

• English language learners (ELL)
• South Asian families
• family culture and household structure
• academic achievement

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Not Consumed [Not Consumed].

Notes on contributors

Shahid Rasool

Shahid Rasool is currently working as a faculty member and an educational researcher at the College of Education, Florida Gulf Coast University.

Clarisse Halpern

Clarisse Halpern is a doctoral candidate at the College of Education, Florida Gulf Coast University.

Burhan Ozfidan

Burhan Ozfidan is an assistant professor at the College of Education, Florida Gulf Coast University.