Somali Immigrant Mothers' Experiences of School Engagement: Implications for School Leaders

Autor/in	Abdi, Nimo M.
Titel	Somali Immigrant Mothers' Experiences of School Engagement: Implications for School Leaders
Quelle	In: Educational Administration Quarterly, 58 (2022) 5, S.746-779 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abdi, Nimo M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X211033555
Schlagwörter	Foreign Countries; Mothers; Urban Schools; Cultural Influences; Leadership Responsibility; Parent Role; Immigrants; Identification (Psychology); Resistance (Psychology); Gender Bias; Child Rearing; Sex Role; Parent Participation; Colonialism; Racism; Somalia; United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Mother; Mutter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Cultural influence; Kultureinfluss; Parental role; Elternrolle; Immigrant; Immigrantin; Immigranten; Resistenz; Geschlechterstereotyp; Kindererziehung; Geschlechterrolle; Elternmitwirkung; Kolonialismus; Rassismus
Abstract	Purpose: This critical phenomenology study examines the experiences of Somali mothers' involvement with an urban school in London, United Kingdom. Specifically, the study explores Somali mothers' experiences and responses in navigating the coloniality of gender discourses imbedded in school structure and culture. The research questions that guided the study concerned the gender-based tools that Somali mothers use to navigate the school structure and culture and how school leaders can recognize and tap into parental knowledge and ways of being to serve these communities. Methods: This study is based on the stories of five Somali immigrant mothers. Data collection included focus groups, field memos, site observations, and school archival data. Data were analyzed through hermeneutic interpretation of whole-part-whole. Findings: Somali mothers use three important elements--identity, resistance, and traditions--to respond to coloniality of gender in school as they negotiate tensions between the Somali conception of motherhood and western notions of gender. The findings emphasize the practices rooted in Indigenous Somali culture and gender roles as assets. Implications: This research argues that the matripotent leadership practices of Somali mothers can inform theory, practice, and policy, as these practices offer a more collective and humanizing approach to leadership centered in ideals connected to a non-Western conception of motherhood, gender, and gender dynamics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01