Parent-School Engagement in a Public Elementary School in Southern Arizona: Immigrant and Refugee Parent Perspectives

Using a Funds of Knowledge framework, a researcher interviewed parents who spoke languages other than English at home about their relationship with their child's elementary school. Results indicated that parents respected their child's teacher and saw themselves as collaborators. Most saw their responsibility as teaching their child respect and manners at home; they believed the teacher's responsibility was teaching academics. Most also expressed the desire to maintain their native languages. Additionally, they were concerned about not understanding communications from the school. The actions the school used to address the parents' feedback are discussed.