The Effects of the September 11 Terrorist Attack on Pakistani-American Parental Involvement in U.S. Schools

This book examines the challenges that Pakistani-American families have faced in their attempts to assimilate within the U.S. school culture since the September eleventh terrorist attack. Negative stereotyping has permeated into schools, and affected Pakistani-American students and their families. Reza examines this phenomenon from a parental lens in order to describe how 9/11 has altered the involvement of Pakistani-American parents in their children’s schools, and whether or not schools are appropriately addressing these issues and concerns. Reza connects formal initiatives taken by U.S. schools to promote greater integration while encouraging multiculturalism, and relays the experiences of Pakistani-American parents to provide readers with a unique perspective on the challenges that this population faces in assimilating within the U.S. school culture. Recommendations are offered to policymakers and educators on how to promote greater Pakistani-American parental involvement in U.S. schools.

Table of Contents:
Importance of Parental Involvement: Are Pakistani-American Parents Appropriately Involved in their Children’s School? Pakistani-Americans: A Community Disenfranchised by Western MediaPakistani-Americans: Their Historical Roots and the Role of Religion and Culture in the Educational SystemAmerican Schools: Are Pakistani-Americans and Muslim-Americans Segregated? Muslim and Pakistani-Americans: Their Voices and Experiences after 9/11 in School and BeyondRecommendations from Pakistani-American Parents for Greater Parental Involvement Opportunities

About the Author :
Fawzia Reza is adjunct faculty of education at Southwestern College and the University of Roehampton.

Review :
Schools are microsystems of culture, and no clash of culture is currently more magnified than that between Islamic and Western culture. This book challenges educators to face our assumptions of the intents, desires, and motivations of Pakistani-American Parents and Students, and to closely examine the way these assumptions influence the classroom and school environment. The recommendations made to help Muslim students feel more included in school range from difficult to effortless to implement, however, the conversation preceding any change will enhance teacher and community understanding of the differences inherent in this transnational culture. I recommend this book for any teacher or administrator who wants to understand and thereby include children and parents of America’s arguably most marginalized culture in classroom learning. The Effects of the September 11 Terrorist Attack on Pakistani Parental Involvement in U.S. Schools addresses a critical gap in the literature by exploring the voices and experiences of Pakistani parents as they navigate the U.S. school system in a post-9/11 world. This book challenges negative myths and stereotypes about Pakistani and other Muslim groups in America, and highlights their positive contributions, as well as their struggles in the face of discrimination. The voices included are powerful reminders of how parents can make a difference in the education of their children, and how U.S. schools can be hostile places for those who are marginalized by prejudice.