An Examination of Parental Involvement Practices in Their Children’s Schooling by Zimbabwean Immigrant Mothers in Cincinnati, Ohio

ABSTRACT

This study examined parental involvement practices by Zimbabwean immigrant mothers in Cincinnati, Ohio. Research had shown the link between parental involvement and children’s academic success. We draw upon Epstein et al.’s (2002) parental involvement framework to examine how Zimbabwean immigrant mothers participate in their children’s schooling and the challenges they encounter when they try to be involved. Semistructured interviews, which were analyzed using thematic coding, were conducted with mothers whose children were enrolled in Grades K–12. Results indicate a high participation rate among Zimbabwean immigrant mothers in their children’s education. Participants shared their understanding of parental involvement in the United States after being involved in their children’s education. Our implications call for action by teachers, school administration, and educational stakeholders to develop a better understanding of immigrant children’s cultural backgrounds to help them succeed in the classroom.

Acknowledgments

We would like to express our gratitude to the six participants who so graciously agreed to participate in our study. Without them, the completion of this study would not have been possible. We thoroughly enjoyed their perspectives regarding parental involvement practices.