Melnikova has studied what happens in the interactions between migrant families and three high schools.
Based on interviews with teachers, pupils and parents, as well as observations and document analysis, she has published three articles.
"The first one focuses on the opportunities school-home cooperation practices create for migrant parents’ involvement. The second explores parental roles considered reasonable. The third examines the contributions of migrant families to students' educational choices," writes Julia to inn.no.
The study's participants came to Norway as migrant workers, refugees or asylum seekers.
"All students state that their families are involved in their education and lives. However, not all have experienced cooperation or at all any contact between their parents and the high school," says Melnikova.
Some schools invite parents to participate and establish dialogue over time. Nevertheless, the study shows, in-line with other research, that upper secondary schools rarely make room for the participation of all parents, or show interest in the migrant families' experiences and knowledge.
"Parental involvement, considered reasonable by the school, happens indirectly and cautiously in the home", says Julia Melnikova.
She continues:
"The schools’ recognition or lack of recognition of families’ contributions has implications for how much they can benefit from cultural diversity and support all students' achievements, well-being and belonging, and life choices," she concludes.
Melnikova works at Volda University College, but has completed her doctoral work at INN University, on PhD programme in Teaching and Teacher Education (PROFF).
- You can find the thesis through this link: "Norwegian high school encounters migrant families: A case study of parental involvement in three schools."
The main findings of the PhD:
- Teachers in the study prefer parental involvement at home over direct interference in academic matters at school, as reflected in the forms of contact and topics discussed in meetings with parents.
- While teachers appreciate students' views and experiences, they are often little aware of the young people's home situations and family knowledge.
- Migrant parents are assigned more passive roles compared to non-migrant middle-class parents, who are now seen as taking a more active and open role in their children's schooling.
- The schools place high value on student autonomy, disapproving of direct parental interference with education and subject choices.
- The study suggests that migrant parents are less likely to advance their children's interests by influencing the school, and their knowledge and experiences are underappreciated.
- The findings warrant further discussion on how schools can benefit from cultural diversity by accessing family knowledge.
Here you'll find more information about Julia Melnikova public defence on 19. January 2024.
Contact information for Julia Melnikova:
- Email: julia.melnikova@hivolda.no
- Mobile phone: 70 07 54 86