Understanding Filipino Special Education Parent Participation: A Qualitative Research Study

Parent participation is mandated in special education and transition planning for students. However, immigrant Filipino parents face numerous challenges related to immigration, navigating special education, and transitions. To understand their participation in their children’s education, it is important to understand their history, immigration experiences, and beliefs. This study explores how immigrant Filipino parents advocated for their children in New York City’s public schools and how their immigration experience has shaped their participation. This qualitative research study conducted in-depth, semi-structured interviews with two Filipina immigrant mothers. Data were analyzed using thematic analysis informed by Bourdieu’s theory of capital. Two themes were identified from the data: (1) uncovering the mothers’ habitus through their ways of participation and use of capital and (2) communities and social networks as supports for parent participation and child-reading. The mothers possess capital, such as language, which is useful in accessing supports and services for their children. Their values and beliefs regarding education, disability, and their role as parents are shaped by Filipino values, which are also influenced by years of colonial influence on the Philippines. Educators and schools should be proactive in coordinating efforts of parents and families as they plan for the student’s education and transition.