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Lekòl, Legliz, Lakay: Haitian immigrant parental engagement in mathematics education
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DOI：10.1007/s10649-026-10537-x.png)
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Abstract
En 中文
Haitian immigrants undergo personal and collective trauma due to economic and political turmoil in the USA. This motivates high aspirations for their children’s education. This article examines Haitian immigrant parents by investigating how they support their children’s mathematics learning across home (Lakay), school (Lekòl), and community contexts including church (Legliz). Drawing on interviews, surveys, and field notes as part of a larger ethnographic case project in Massachusetts, this study enhances a nuanced understanding of mathematics education among Haitian immigrant parents and unveils various forms of parental engagement practices. Building on a notion of community cultural wealth, we found that Haitian immigrant parents leverage their ethnic community as a resource-rich environment for mathematics learning, complementing the limited support offered by schools. This study positions immigrant parents as resourceful, important stakeholders in home-school-community partnerships.
Keywords:
Parent engagement
Parental support
Haitian immigrant
Mathematics education
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