One of the difficulties which immigrant parents may experience as they become integrated into their new country is the difference in expectations about ways in which teachers and other professionals involved in the educational system should relate to the misbehaviour of their children.
This study, conducted with 103 immigrant parents from the Former Soviet Union in Israel, indicates that conflicts which the immigrant parents experience in that setting could be characterized primarily as culturally- based disagreements about how professionals in educational systems discipline
children when they misbehave, when intervention is needed, and how to respond to children’s misbehaviour when immigration-related difficulties contribute to the misbehaviour. Suggestions to bridge the gaps between immigrant parents and professionals in schools and kindergartens are discussed.
Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.
Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.