The experience of non-francophone parents with children in minority-language french schools in Prince Edward Island: A mixed methods study

Research indicates that classrooms across Canada and our globe are becoming increasingly multilingual and multicultural. Parent involvement (PI) in schools has frequently been shown to be an important indicator for student literacy and achievement; however, many parents of children in these diverse classrooms are not proficient in the school language and, therefore, their involvement is limited and challenging. This dissertation explores the beliefs, experiences, and involvement of non-francophone (NF) parents with children in French minority-language schools in Prince Edward Island (PEI). Data for this research was collected from an online survey (n=86) and focus group or individual interviews with 38 NF parents whose children attend French schools. Two theoretical models from minority-language education and parent involvement literature were used to frame the study and to analyze the data. The results confirm that the clientele in French schools in PEI is diverse, requiring an expanded definition of the family and parent type. There are many types of NF parents, and many of these parents need assistance to optimize their educational involvement with a child in a French school. The analyses revealed that NF parents had a decreased sense of autonomy, competence, and belonging and that only two of eight potential ways to facilitate PI were functioning for most NF parents with children in French schools. I make recommendations for modifications to the two theoretical models used. I also propose a new theoretical model aimed at reducing barriers to parent involvement by offering differentiated support to parents, considering their proficiency in the language of the school and, specifically, to enhance parent involvement in French minority-language education. Finally, I suggest policies and practices based on the research data to enhance the educational involvement of NF parents, and potentially all parents, at home, at school, and in the community, through improved communication strategies and relationship building