Parents in American schools
Parents in American schools are expected to cooperate and work closely with school administrators and teachers to improve their children’s education. In American schools, parents are expected to help their children with their lessons and assure that children cooperate with their teachers. It is also the responsibility of the parents to ensure that their children behave appropriately and ensure they concentrate on learning in class (Giles, 1990, p. 318). In Haitian schools, parents do not expect to play a significant role in the learning process of their children and expect the school to assume the most significant responsibility in educating the children.
Jean, a Haitian boy, had between demoted twice to a lower grade due to poor performance and being inattentive in class. His parents sought help from an Anglo psychologist who had experience working in the Haitian community. Jean’s parents did not ask for help from the teachers because of their limited English skills. The parents also felt shame contacting teachers because they lacked education (Giles, 1990, p. 318). The other reason why Jean’s parents did not contact his teachers is that they had heavy work schedules and worked for long hours.
Haitian students in American schools face prejudice from classmates and teachers based on several factors. Joseph (1984) recommends several interventions. Joseph (1984) recommends that parents should be informed about their responsibilities and rights as parents (Giles, 1990, p. 319). Parents should be taught parenting skills to make interactions with their children more active. Parents of Haitian students should also go back to school to make them role models for their children and promote their development. Joseph (1984) suggests that teachers, counselors, and administrators should also learn about Haitian culture and the challenges faced by Haitian families in the United States. School staff should raise their awareness about their attitudes towards Haitians to ensure negative attitudes do not affect their teaching and counseling duties (Giles, 1990, p. 320). School staff should embrace a model of adjustment in which Haitian students function effectively in American culture without abandoning their own culture