Community and school in an era of demographic change, a study of immigrant minority group partnerships with a Canadian elementary school

grantor: University of TorontoThis study was initiated to identify a process by which a policy could be designed to address relationships within problematic school areas. The premise was that a policy be developed for the study population, school and its community, responsive to the wishes and interests of the stakeholders. The framework for this policy was developed via an analysis of information collected regarding school/community relations between a Canadian elementary school and its immigrant minority community. The data analysis involved the qualitative research method of critical action research with a sub component of critical ethnography. The study population was purposive: educators of the school community and immigrant minority group individuals whose first language was not English. The sample was stratified: set criteria with respect to cultural background and language were used to determine immigrant minority participants. Representatives of staff, students and parents of the school community contributed to the collection of data for this study. To identify school/community perceptions, expectations and needs, the researcher employed interviews, collaborative focus group sessions and self-reflective narratives with participants. The information was analysed through interpretational qualitative methods that included the characteristics of language (communication and culture), categorization of patterns, frequency of occurrences, and establishment of relationships. The researcher compiled recommendations into a policy for the school. The significance of the study was the development of a policy created to address relationships within this immigrant minority group school area.Ed.D