The Effects of the September 11 Terrorist Attack on Pakistani-American Parental Involvement in U.S. Schools
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, History
| Author: | Fawzia Reza | ISBN: | 9781498508612 |
| Publisher: | Lexington Books | Publication: | December 14, 2015 |
| Imprint: | Lexington Books | Language: | English |
| Author: | Fawzia Reza |
| ISBN: | 9781498508612 |
| Publisher: | Lexington Books |
| Publication: | December 14, 2015 |
| Imprint: | Lexington Books |
| Language: | English |
This book examines the challenges that Pakistani-American families have faced in their attempts to assimilate within the U.S. school culture since the September eleventh terrorist attack.
Negative stereotyping has permeated into schools, and affected Pakistani-American students and their families. Reza examines this phenomenon from a parental lens in order to describe how 9/11 has altered the involvement of Pakistani-American parents in their children’s schools, and whether or not schools are appropriately addressing these issues and concerns. Reza connects formal initiatives taken by U.S. schools to promote greater integration while encouraging multiculturalism, and relays the experiences of Pakistani-American parents to provide readers with a unique perspective on the challenges that this population faces in assimilating within the U.S. school culture. Recommendations are offered to policymakers and educators on how to promote greater Pakistani-American parental involvement in U.S. schools.
This book examines the challenges that Pakistani-American families have faced in their attempts to assimilate within the U.S. school culture since the September eleventh terrorist attack.
Negative stereotyping has permeated into schools, and affected Pakistani-American students and their families. Reza examines this phenomenon from a parental lens in order to describe how 9/11 has altered the involvement of Pakistani-American parents in their children’s schools, and whether or not schools are appropriately addressing these issues and concerns. Reza connects formal initiatives taken by U.S. schools to promote greater integration while encouraging multiculturalism, and relays the experiences of Pakistani-American parents to provide readers with a unique perspective on the challenges that this population faces in assimilating within the U.S. school culture. Recommendations are offered to policymakers and educators on how to promote greater Pakistani-American parental involvement in U.S. schools.
