Author(s)

Khaoula Boulaamane, Yamina Bouchamma

Faculty of Education, Department of Educational Foundations and Practices, Université Laval, Québec QC, Canada.

We examined “school-family-community” collaboration in a context of ethnocultural diversity to identify and analyze collaborative practices involving immigrant families. Interviews were conducted in Québec with 11 education stakeholders, 10 community representatives, and 7 members of immigrant-origin families. Our conceptual framework was inspired by Bronfenbrenner’s ecosystems model (1979) and Epstein’s overlapping influence approach (2001). Thematic analysis brought forth two dimensions favoring collaboration: leadership and the child’s perception of the integration process. Our results nevertheless show that school-immigrant family-community collaboration remains hindered by the trust issues and reluctance of certain partners, thus calling for additional resources and investments by every level concerned, particularly government decision makers.

Immigrant Families, Educators, Community, Leadership, Practices

Boulaamane, K. and Bouchamma, Y. (2021) School-Immigrant Family-Community Collaboration Practices for Youth Integration. Creative Education, 12, 62-81. doi: 10.4236/ce.2021.121006.