Tekijät

• Kuusipalo, Paula (Seinäjoki University of Applied Sciences)
• Kinossalo, Maiju (Seinäjoki University of Applied Sciences)
• Sihto, Jaakko (Seinäjoki University of Applied Sciences)
• Tiilikka, Tiina (Seinäjoki University of Applied Sciences)
• Raziano, Alissia (Liège University)
• Drößler, Thomas (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden)
• Rohr, Margund K. (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden)
• Wächter, Franziska (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden)
• Amadasi, Sara (University of Modena and Reggio Emilia)
• Ballestri, Chiara (University of Modena and Reggio Emilia)
• Baraldi, Claudio (University of Modena and Reggio Emilia)
• Struzik, Justyna (Jagiellonian University in Krakow)
• Slusarczyk, Magdalena (Jagiellonian University in Krakow)
• Warat, Marta (Jagiellonian University in Krakow)
• Righard, Erica (Malmö University)
• Harju, Anne (Malmö University)
• Svensson Källberg, Petra (Malmö University)
• Frisch, Morten (Malmö University)
• Farini, Federico (University of Northampton)
• Murray, Jane (University of Northampton)
• Woodbridge-Dodd, Kim (University of Northampton)
• Prokopiou, Eva (University of Northampton)
• Scollan, Angela (University of Northampton)

Asiasanat

children, cultural pluralism, immigrants, lower secondary education, parents, participation, primary education, schoolchildren, schools, social interaction, teachers

Sisällön kuvaus

The survey charted the experiences of schoolchildren's parents regarding cultural pluralism, how their children's success at school, and teacher-parent communication. The data were collected as part of the Child-up research project, which aims to enhance understanding on the experiences of migrant children, young people, and their guardians regarding school, pre-school, and educational communities, as well as the experiences of the professionals working with them. The data were collected in Finland, Belgium, Germany, Sweden, Italy, Poland, and Great Britain. The research project was funded by the European Union's Horizon 2020 research and innovation funding programme.

First, the respondents were asked what languages they used at home and in different situations (e.g. whether they spoke with their friends in the local or their native language). The parents' views were surveyed on whether their child(ren) liked going to school, enjoyed learning new things, and could manage school tasks. They were also asked whether they thought their child(ren) had encountered difficult situations, such as new and unfamiliar situations or surroundings or trouble at school, and whether they or someone else had been able to support their child(ren) in these situations.

Next, the respondents' experiences of teacher-parent communication were examined. The parents were asked what they used as the main communication channel with teachers, how satisfied they were with teacher-parent communication in general, and what they thought was the main reason for barriers or challenges in teacher-parent communication. Finally, the respondents' views were charted on several statements regarding cultural pluralism (e.g. whether they thought a diverse society more able to tackle new problems).

Background variables included the respondent's role in the family, number of children, level of education, family composition, immigrant background, and language skills.