Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701641
Title: Parental participation in English state schools : the case for Kenyan Points Based System (PBS) immigrants
Author: Muteru, Leah Nyawira
ISNI:       0000 0004 5992 5534
Awarding Body: University of Reading
Current Institution: University of Reading
Date of Award: 2016
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Abstract:
This research aims to capture the struggles and triumphs of a small group of skilled Kenyan workers who migrate to the UK for the purposes of work and are accompanied by their children, aged 10 years or older. To try and gain a better understanding of Kenyan Points Based System (PBS) immigrant parents' experiences of participating in their child's school, a systematic qualitative enquiry exploring the experiences of 15 Kenyan PBS households through in-depth interviews and focus groups was carried out. The participants were drawn from one borough in London. The main findings of this research are that positive relationships with their children' s' schools led to more formal and informal involvement at school by the PBS parents and more academic success for their Kenyan children. Negative relationships led to children failing to achieve expected academic success or, their parents withdrawing children from UK state schools, moving them into Independent schools or, sending the children back to Kenya to continue with their studies: However, Kenyan PBS parents' social capital both in the UK and in Kenya seemed to be an important influence in determining participation in schools, with parents that had strong social capital and ties within the UK leading to more participation in UK state schools while high social capital and ties in Kenya and not the UK led to non-participation in the UK state schools. This suggests that relationships within the destination country are important for PB migrant families for attenuating feelings of exclusion and supporting to the educational success of PBS children. This study recommends that schools and teachers in the UK should do more to assist newly arrived PBS immigrants forge valuable social capital, and in collaboration with work sponsors enable PBS have a platform to effectively support their children through involvement at school.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.701641  DOI: Not available
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