Research
Listening closely to how families understand education.
Dr. Ahmed’s doctoral research examines Somali parents’ involvement in American middle schools—and the assumptions institutions make about what engagement looks like.
The study found that participating parents deeply valued education and supported their children, even when their involvement did not match familiar school-based measures such as attendance at events.
Language, prior educational experience, cultural expectations, and whether families felt welcomed all shaped participation. Parents also expressed willingness to work more closely with educators.
The practical lesson is clear: schools build stronger partnerships when they begin with curiosity, define involvement collaboratively, and recognize the care already present in families.
View the archived dissertationQuestions that endure
How do families define their role in a child’s education?
Which institutional habits make partnership easier—or harder?
What becomes possible when schools listen before they prescribe?
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