ABSTRACT
The parents in these scenarios experienced a vastly different relationship to their children’s school community. Mainstream families, who are native English speakers and who have attended school in the United States, are typically effective at seeking information to support their children at home. In contrast, immigrant families, independent of their social status, need additional support to learn how to utilize the public schools and gain valuable curriculum information necessary to support their children at home. Many first generation immigrant parents are unfamiliar with the social, cultural, and academic expectations embedded within the school community because they did not attend public schools in the United States.
