An analysis of ethnic networking of Korean immigrant parents in school participation
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Parent involvement in schools involves constantly constructing meaning through social interactions. Immigrant parents often encounter structural barriers that constrain their ownerships in schools, and turn to their own ethnic groups in search of supportive social networks. The purpose of this study is to examine whether Korean immigrant parents as a group create effective social capital conducive to authentic involvement in the school. As a collective mode of social interaction, ethnic networking of a particular ethnic group negotiates understandings and actions authored by immigrant parents, in relation to parental involvement in school. By using a critical ethnographic case study, this study unpacks contradictions and complexities in Korean immigrant parents’ participation experiences, and challenges the hegemonic discourse of parent involvement prevailing in the school.