School-Immigrant Family-Community Collaboration Practices for Youth Integration

School-Immigrant Family-Community Collaboration Practices: Similarities and Differences

“…Indeed, despite the fact that government policies work and do light the way, they remain insufficient, as they lack clarity and depth in matters regarding immigration. Moreover, the standardization of certain education policies and procedures makes SIFC collaboration a complex challenge for many education and social actors (Boulaamane & Bouchamma, 2021a). It thus appears of importance that efforts be made to further examine and understand the differences between Québec families and immigrant families.…”

“…Liboy and Venet (2011) also found immigrant families to be less involved in the decisional meetings held at school, such as those of the Parent Committee. Indeed, immigrant families are still held back by several obstacles hindering their integration at school, such as, for example, the lack of time (Boulaamane & Bouchamma, 2021a), the differences between the education system of their native country and that of the host society, the perception of teachers' responsibilities (Changkakoti & Akkari, 2008), and "the challenges related to decoding the socialization aspects of school culture" (Kanouté, 2002, p. 176, author translation). As a result, newly arrived families often have difficulty participating and getting actively involved in the school's decisional meetings and processes, such as the parents' committee or the school council.…”