Parental Involvement in United States of America’s Schools from the Perspective of Parents from Saudi Arabia

Abstract

The more a teacher knows about the students in his or her classroom, the more likely he or she will be able to relate to the student and facilitate a positive learning experience. When teachers have students from foreign countries, it becomes even more important for teachers to know something about the country of the student’s origin, composition of the family, the values of the family, and other relevant components of the student’s culture. The purpose of the present study is to learn how parents from Saudi who have children attending schools in the United States of America perceive the school experiences of their children, and to learn how they might become involved to support the teacher and help them better understand Saudi culture. a focus group was conducted to learn more about how much involvement the parents have and what kind of barriers they face to get involved in U.S. schools. The main purpose for this study was to answer the question “What are the parental involvement strategies that can be used by Saudi parents to introduce Saudi culture into the US elementary schools?”. The main goal was to know how Saudi students get more involved in American schools. A focus group was conducted with Saudi students’ is weak, and they don’t prefer to impose it. Also due to the religion factor associated to Saudi culture it is hard for them get involved in American school’s culture. mothers who live in the US to answer this question from their perspective. Mothers agreed that the involvement of Saudi culture in American school