Program
K-12 Administration Ed.D.
Number of Pages
126
Year Approved
2026
First Advisor
Dr.Michael Lindstrom
Second Reader
Dr. Annette Ziegler
Third Reader
Dr.Isadin Hussein
Abstract
Abstract This qualitative study examines the challenges faced by Somali-American parents in Minnesota regarding involvement in their children's education, particularly during elementary school. The elementary level is a critical stage for students' learning and a foundational pillar for both academic development and social integration, making parental involvement during this stage especially important. However, immigrant families, specifically Somali-Americans, face significant challenges that impede their ability to participate actively in their children's educational journey. This qualitative phenomenological research investigated barriers that might stem from limited formal education, low English proficiency, cultural, linguistic, and socioeconomic challenges. The methodology used in this research is a qualitative phenomenological approach. This research study employed purposive sampling to conduct interviews with Somali-American parents. The data were analyzed through a combination of labelling, sorting, and coding of the main themes that capture the essential perspectives of Somali-American parents regarding their involvement in their children's education. In the end, this study has found that Somali-American parents confront numerous challenges and difficulties when they are trying to communicate and engage with their children’s schools. These barriers include language and communication challenges, conflicting work schedules, limited educational backgrounds, socioeconomic hardships, cultural misunderstandings, and meeting times that conflict with parents’ availability. Overall, these obstacles have created significant issues and gaps that have prevented Somali-American parents from being involved in school systems. Parents also shared several recommendations to strengthen their engagement. These include the need for schools to develop and utilize accessible technology, allowing bilingual staff/parents to facilitate and direct parent training, serving as a bridge connecting schools and Somali-Americans, and building strong partnerships with community centers. According to participants, implementing these strategies would significantly improve Somali-American parents’ ability to actively participate in elementary school activities and their children’s learning. Despite these hardships, Somali-American parents believe education is a vital pathway for their children to escape poverty and build a better future. This study aimed to contribute to long-lasting solutions that strengthen the relationship between Somali-American parents and the school system. It also seeks to promote a systemic change that enhances academic outcomes and ensures equitable educational opportunities for Somali-American students in Minnesota.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Recommended Citation
Elmi, A. A. (2026). The Impact of Somali Parental Involvement on Elementary Education in Minnesota: Opportunities and Challenges [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1253
Terms of Use and License Information
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