La collaboration école-famille immigrante :

représentations d’administrateurs en milieu scolaire primaire socioéconomiquement défavorisé

Abstract

Immigrant students are numerous in Canadian schools. This qualitative study is based on interviews made with eleven administrators from five elementary schools located in low-income areas of Montreal and whose clientele is mainly immigrant. The objective of this study is to explore administrators’ representations of school-immigrant family collaboration in low-income elementary schools. We conducted a thematic analysis and results shows that according to these administrators, some factors reinforce school-immigrant family partnership (example: good knowledge of the resources and living conditions of families, adapting practices to parents’ culture or focused on unifying themes), while other factors hinder the school-immigrant family partnership (example: family violence, some parenting practices, low cultural capital and difficult living conditions).