Low-Income, Single-Parent Francophone Mothers and the Educational Achievement of Their Children

Autor/inn/en	Caissie, Julie; Gaudet, Jeanne d'Arc; Godin, Jeanne
Titel	Low-Income, Single-Parent Francophone Mothers and the Educational Achievement of Their Children
Quelle	In: Canadian Journal of Education, 40 (2017) 4, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Low Income; Mothers; One Parent Family; Self Concept; French Canadians; Academic Achievement; Foreign Countries; Phenomenology; Parent Role; Financial Problems; Parenting Skills; Language of Instruction; English (Second Language); Second Language Learning; Qualitative Research; Educational Attainment; Cultural Background; Poverty; Learning Readiness; Family Financial Resources; Language Minorities; Semi Structured Interviews; Parent School Relationship; Canada + Suchen Sie Ihr Suchwort? Niedriglohn; Mother; Mutter; Single parent family; Ein-Eltern-Familie; Selbstkonzept; Frankokanadier; Schulleistung; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Parental role; Elternrolle; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Qualitative Forschung; Bildungsabschluss; Bildungsgut; Armut; Lernbereitschaft; Sprachminderheit; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Kanada
Abstract	This phenomenological study focused on single-parent, low-income francophone mothers' relationships with the educational and cultural achievement of their children attending French-speaking schools in Anglo-dominant settings in New Brunswick (Canada). We conducted individual (N = 8) semi-structured interviews to solicit information about the participants' lived world through their articulated voices and experiences. Qualitative data were analyzed using Giorgi's descriptive phenomenological approach. Four themes emerged: parenting and financial difficulties; mother's level of education and their involvement in their children's education; relationship with their children's school; and parental role in enhancing language acquisition and building cultural identity. Findings revealed that single-parent, low-income francophone mothers need help with parenting skills as they pertain to improving their children's education achievements. We concluded that the New Brunswick government needs to (a) respect its mandate to ensure that the education system teaches and provides opportunities for building a francophone identity, and (b) respect its pledge to make certain that every child arrives at kindergarten ready to learn, particularly to single-parent women living in poverty, who have limited financial resources. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse-scee.ca/csse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01