Trust between educators and migrant Arab parents in Germany: A qualitative study
International Journal of Educational Research, ISSN: 0883-0355, Vol: 130, Page: 102522
2025
- 2Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
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Article Description
Past research has shown that trust between parents and educators is crucial for establishing effective relationships. However, for migrant parents, limited knowledge of the educational system of the host country and different expectations, as well as potential language barriers, may impact the perception of trust. Therefore, the present qualitative study examined the perceptions of trust among Arab migrant parents and educators in Germany, focusing on their definitions of trust and the perceived signs of trustworthiness and its absence. We conducted 21 interviews with Arab parents and 23 interviews with educators, which were analyzed using qualitative content analysis and thematic analysis. Both parents and educators provided elaborate definitions of trust, with parents strongly focusing on their child's well-being, whereas educators highlighted openness, reliability, and benevolence toward parents. We found little overlap between the themes raised by parents and educators regarding signs of perceived trustworthiness or the lack of perceived trustworthiness. Also, a partial mismatch between parents’ and educators’ perceptions was shown. Implications for improving communication and training for educators, as well as the advancement of trust theory, are discussed to foster trustful relationships that enhance children's developmental outcomes.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0883035524002076; http://dx.doi.org/10.1016/j.ijer.2024.102522; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85211212241&origin=inward; https://linkinghub.elsevier.com/retrieve/pii/S0883035524002076; https://dx.doi.org/10.1016/j.ijer.2024.102522
Elsevier BV
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