Teacher Perceptions of Culturally and Linguistically Diverse Newcomer Parents: Shifting the Paradigm from Deficit Perspectives to Asset-Based Approaches

This study explores teacher perceptions of newcomer parents and investigates how a small sample of teachers are making the shift from deficit to asset-based approaches to working with newcomer parents. This research uses one-on-one semi-structured interviews with three Toronto District School Board...

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Bibliographic Details
Published inExcellence in Education Journal Vol. 11; no. 2; pp. 50 - 84
Main Author Nikolovski, Johnny
Format Journal Article
LanguageEnglish
Published Excellence in Education Journal 2022
Subjects
Affordances
Attitude Change
Barriers
Critical Race Theory
Cultural Capital
Ethnic Stereotypes
Foreign Countries
High School Teachers
Immigrants
Language Usage
Multilingualism
Parent Participation
Parent Role
Parent Teacher Cooperation
Resources
Social Bias
Student Diversity
Teacher Attitudes
Canada (Toronto)
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Summary:This study explores teacher perceptions of newcomer parents and investigates how a small sample of teachers are making the shift from deficit to asset-based approaches to working with newcomer parents. This research uses one-on-one semi-structured interviews with three Toronto District School Board high school teachers to examine their perceptions of newcomer families living in Toronto, Ontario. Critical race theory is used as the theoretical framework for this study to critically analyze teachers' conceptualization of asset-based approaches. Research findings reveal specific strategies used by the participants in incorporating asset-based approaches to working with newcomer parents and their children. This study also provides critical reflection opportunities for teachers who wish to engage in asset-based work in and beyond their multicultural classroom.
ISSN:2474-4166