From comparison to inclusion: post-Soviet immigrant parents’ perspectives on Canadian schooling

Immigrant parents bring a unique set of beliefs and practices to the K-12 education of their children in the host countries, which are not always aligned with teacher expectations. Based on qualitative interviews (N = 46) with immigrant parents from 10 countries of the former Soviet Union whose children attend Canadian high schools, we show that immigrant parents approach their children’s education from a comparative perspective. Influenced by diverse curriculum orientations, immigrant parents are satisfied with the Canadian education system when their preference for the social efficiency and humanistic aims of education is matched with teacher practices, and critique Canadian education when parental academic rationalism is not reciprocated. A dual frame of reference allows parents to build on successful pre-immigration educational experiences from home countries, but it also creates confusion when immigrant parents lack familiarity with the new education system. We call for a more inclusive approach through authentic communication between teachers and parents.