The “Extra Boost”: Parental Involvement and Decision Making in Immersion Programs

Abstract

This qualitative study explores how parents decide to enroll their children in one-way immersion programs and how the decision is made to continue in those programs at the middle/junior high school level. A total of 131 parents responded to a survey with open-ended questions about these two decisions. Analyzed thematically and within a conceptual framework of parental involvement, these answers showed that parents at initial enrollment and during the school transition described themselves with strong role construction and self-efficacy. Enrollment decisions were based on encouraging language and culture learning, while continuation decisions were focused on educational opportunities and allowing the child to decide.

Notes

¹This information is based on 2007–2008 reported statistics from 2008 School Report Cards and district demographics. To protect school anonymity, we will not reveal the precise source.

²The student surveys, as well as companion student interviews, were the focus of a larger study centered on different research questions. They are not data sources for this study.

³We assumed student/parent agreement when responses indicated complete certainty.