Arab Immigrant Families in Sweden: Integration Opportunities and Parenting Challenges in Relation to Educational Inclusion and Involvement - An Ethnographic Study

Background/purpose. This article examines the challenges faced by Arab immigrant families in Sweden, specifically in terms of parenting, cultural identity, and educational involvement, in relation to family roles, social capital, and intergenerational relationships. It asks how families emigrating from the Middle East to Sweden negotiate their Arab culture while trying to adapt to the regulations of the new community and involvement in institutions such as the school. Materials/methods. Using a critical ethnographic approach and thematic analysis, the research draws on in-depth interviews with strategically selected participants, based on their immigration background, family roles, and duration of residence, as well as participant observation methods. Ethical standards included voluntary consent and cultural sensitivity throughout the study. Results. Findings indicate that Arab immigrant families in Sweden face complex, multi-layered education integration challenges relating to how traditional parenting norms may clash with Swedish institutional expectations and create emotional strain, a destabilization of family structures and weakened social cohesion. Parents can experience a significant erosion of social capital, which contributes to a sense of disempowerment and reduced involvement in education. Mothers emerged as key figures, using "emotional capital" to preserve cultural continuity and support integratio.n Conclusion. Emotional and social capital are critical to supporting children’s adaptation and sustaining family unity. The study highlights the significance of culturally responsive education policies and inclusive community-based programs in empowering immigrant families and fostering equitable integration through schools and the broader education system.