Supporting Your Child in Sexuality Education: Negotiating the School/Immigrant Family Boundary


Many studies have documented an asymmetrical and hierarchical relationship between schools and immigrant families (Charette, 2019; Périer, 2017). The research project Sexuality Education in a Multi-Ethnic School Context: Perceptions of Two Major Stakeholder Groups aims to examine the manifestations of this relationship in the specific and particular context of sexuality education (SE). In fact, a thematic analysis of virtual focus groups conducted with recently immigrated parents and elementary school sexuality educators in a multiethnic context showed that different factors, such as relationship between majority and minority groups, sexual values of individuals and society and parents of immigrant students, search for legitimacy in their relationship with the school (Morin, forthcoming). In this presentation, we aim to analyze the project data with a different perspective, in the light of the enabling concept of resilience. This is to highlight the different ways in which immigrant parents become involved in their children's sexuality education, despite the presence of an ethnic barrier between them and the school in the context of SE (Morin, forthcoming). The discussion of the results leads us to recommend accountability for schools in communicating and collaborating with immigrant families in SE context (Audet, forthcoming; Liboy & Mulatris, 2016)

Author Information
Gabrielle Morin, Université du Québec à Montréal, Canada

Paper Information
Conference: ECE2022
Stream: Challenging & Preserving: Culture

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Posted by James Alexander Gordon