國立虎尾科技大學 |

Family Engagement in the Education of Children Among Congolese Refugees Resettled in Lancaster County Pennsylvania

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Family Engagement in the Education of Children Among Congolese Refugees Resettled in Lancaster County Pennsylvania/ Beth A Manyara.
作者:	Manyara, Beth A.,
面頁冊數:	1 electronic resource (229 pages)
附註:	Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
Contained By:	Dissertations Abstracts International87-03A.
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32240211
ISBN:	9798291588390

Family Engagement in the Education of Children Among Congolese Refugees Resettled in Lancaster County Pennsylvania
Manyara, Beth A.,

Family Engagement in the Education of Children Among Congolese Refugees Resettled in Lancaster County Pennsylvania [eletronic resource] /Beth A Manyara. - 1 electronic resource (229 pages)

Source: Dissertations Abstracts International, Volume: 87-03, Section: A.

Refugees from the Democratic Republic of the Congo (DRC) have been resettled in the Lancaster County, Pennsylvania area for over fifteen years. The country has been unstable due to war for the past three decades, resulting in one of the world's largest displacements of people from their homes. According to Amnesty International (2024), as of April 2024, there have been 7.3 million people internally displaced. With this background, many of the students entering the United States from the DRC have limited and/or interrupted formal education (Dryden-Peterson, 2009). The intermittent nature of their previous education and cultural differences creates a unique set of challenges for educators while teaching, as well as involving their families in the education process. This qualitative ethnographic study looked at the perceptions and roles of Congolese parents in the education of their children from their perspective, utilizing interviews and family focus groups. The parents primarily defined their roles as providing for the physical needs of their children and offering encouragement and support. The parents also indicated various barriers to their level of involvement that prohibited them from fully engaging to the degree that they desired. The most frequently mentioned were language and interpretation-related issues, work schedules, and matters related to a lack of knowledge of the American education system. These findings are important because the most consistent indicator of positive student outcomes is parental expectations (Jeynes, 2024a, 2024b; Kim, 2022; Wilder, 2023). These findings have implications for where educators need to focus their attention and efforts if they want to see Congolese parental engagement levels increase and empower them to make an even greater positive impact on their children's education. The barriers mentioned by the families were primarily within the scope and control of the schools to assist and to mitigate these concerns, so that they could actively and equitably collaborate with educators in the education of their children. Culturally relevant and research-based strategies must be utilized to ensure mutually respectful interactions between families and educators, as well as removing obstacles that currently impede meaningful engagement.

English

ISBN: 9798291588390Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Democratic Republic of Congo

Family Engagement in the Education of Children Among Congolese Refugees Resettled in Lancaster County Pennsylvania
LDR:03798nam a22004213i 4500 001 1172946
005 20260622113227.5
006 m o d
007 cr|nu||||||||
008 260803s2025 miu||||||m |||||||eng d
020 $a 9798291588390
035 $a (MiAaPQD)AAI32240211
035 $a AAI32240211
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Manyara, Beth A., $e author. $3 1503594
245 1 0 $a Family Engagement in the Education of Children Among Congolese Refugees Resettled in Lancaster County Pennsylvania $c Beth A Manyara. $h [eletronic resource] /
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (229 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
500 $a Advisors: Bronkema, Robin Committee members: Pritchard, Tracey; Kensinger, Seth.
502 $b D.Ed. $c Lancaster Bible College $d 2025.
520 # $a Refugees from the Democratic Republic of the Congo (DRC) have been resettled in the Lancaster County, Pennsylvania area for over fifteen years. The country has been unstable due to war for the past three decades, resulting in one of the world's largest displacements of people from their homes. According to Amnesty International (2024), as of April 2024, there have been 7.3 million people internally displaced. With this background, many of the students entering the United States from the DRC have limited and/or interrupted formal education (Dryden-Peterson, 2009). The intermittent nature of their previous education and cultural differences creates a unique set of challenges for educators while teaching, as well as involving their families in the education process. This qualitative ethnographic study looked at the perceptions and roles of Congolese parents in the education of their children from their perspective, utilizing interviews and family focus groups. The parents primarily defined their roles as providing for the physical needs of their children and offering encouragement and support. The parents also indicated various barriers to their level of involvement that prohibited them from fully engaging to the degree that they desired. The most frequently mentioned were language and interpretation-related issues, work schedules, and matters related to a lack of knowledge of the American education system. These findings are important because the most consistent indicator of positive student outcomes is parental expectations (Jeynes, 2024a, 2024b; Kim, 2022; Wilder, 2023). These findings have implications for where educators need to focus their attention and efforts if they want to see Congolese parental engagement levels increase and empower them to make an even greater positive impact on their children's education. The barriers mentioned by the families were primarily within the scope and control of the schools to assist and to mitigate these concerns, so that they could actively and equitably collaborate with educators in the education of their children. Culturally relevant and research-based strategies must be utilized to ensure mutually respectful interactions between families and educators, as well as removing obstacles that currently impede meaningful engagement.
546 $a English
590 $a School code: 1975
650 # 4 $a Educational psychology. $3 555103
650 # 4 $a Educational administration. $3 1148465
650 # 4 $a Education. $3 555912
653 # # $a Democratic Republic of Congo
653 # # $a Family engagement
653 # # $a Refugees
653 # # $a Schools
690 $a 0515
690 $a 0514
690 $a 0525
710 2 # $a Lancaster Bible College. $b Leadership Studies. $e degree granting institution. $3 1503595
720 1 $a Bronkema, Robin $e degree supervisor.
773 0 # $t Dissertations Abstracts International $g 87-03A.
790 $a 1975
791 $a D.Ed.
792 $a 2025
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32240211