Linking families of foreign origin with Family Associations: experiences in schools with high cultural diversity in Barcelona (Spain)

Abstract

The involvement of families in the education of their daughters and sons is a key factor in their school success, although it is also true that their participation in school is unequal (Llevot and Garreta, 2024), and comes marked by its socioeconomic and cultural characteristics, so that those who start with a lower level of education and of foreign origin are often on the margins of the desired participation. This article explores, based on qualitative methodology and documentary research, the participation of families of immigrant origin in Primary schools, as well as the factors that favor a better relationship and involvement of families and the weaknesses that are detected. Specifically, we will focus on presenting some successful practices in four schools in the city of Barcelona. It is concluded that the various unique experiences are increasing the bond of families of immigrant origin with their school, becoming from participating families to collaborators and leading activities that improve the relationship with the educational community and the involvement in the educational processes of their children.