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Understanding Family Involvement in the Education of Emirati College Students in the United Arab Emirates (UAE)

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Intercultural Communication with Arabs

Abstract

Studies conducted in Western contexts show that understanding family involvement in education, one form of intergenerational communication, is crucial to enhancing student performance. Rapid economic growth in the non-Western context of the United Arab Emirates (UAE) since nationalization in 1971 enabled a transition from a traditional agriculture-based society to a technologically advanced knowledge-based society in about 40 years. Federally funded postsecondary institutions employed mostly expatriate instructors and used English, not Arabic, as the medium of instruction. Most parents had little or no education. The study investigated family involvement in education focusing on cultural expectations and influences exerted on Emirati college students to enable educators and policymakers to create policies promoting retention and student success.

Data was collected from 1173 students using an online bilingual survey and from 30 randomly selected guardians using a telephone survey. After a demographic section, the online student survey asked students to rate their agreement to statements related to family involvement using a four-point Likert scale. Composite indicators were constructed by assigning weightings to student responses and calculating the weighted averages in each category corresponding to demographic factors and the constructs of the study: enablers, influences, and engagements.

Findings indicated that although Emirati families were genuinely interested in their college students’ success, parents did not necessarily understand the commitment of time and effort needed to succeed. Various demographic factors were linked to students’ high and low performances. Older siblings provided academic support. Family involvement varied in type and scope by gender of the student.

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Author information

Authors and Affiliations

  1. Higher Colleges of Technology, Abu Dhabi, United Arab Emirates

    Georgia Daleure PhD, Rozz Albon PhD, Khaleel Hinkston PhD, John McKeown & Tarifa Ajaif Zaabi

Authors
  1. Georgia Daleure PhD
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  2. Rozz Albon PhD
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  3. Khaleel Hinkston PhD
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  4. John McKeown
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  5. Tarifa Ajaif Zaabi
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Corresponding author

Correspondence to Georgia Daleure PhD .

Editor information

Editors and Affiliations

  1. American University of Sharjah, Sharjah, Utd.Arab.Emir.

    Rana Raddawi

Appendices

Conclusion

Findings indicated that the students with the most engagement behaviors were males. Almost all students, except working males, received financial support from their families and most students report strong encouragement to study and emotional support from their guardians . However, academic support including providing an atmosphere conducive to studying at home and assisting with college work is often lacking.

Elements of Emirati family structure and social life may affect student academic achievement negatively or positively . Extended family living situations put pressure on the family financial resources and increase the need to assist the higher number of children in the household with academic support. Students with divorced parents tended to have less financial support. Extended families with older siblings or similar age relatives who have attended college or university can provide an increased emotional and academic support for Emirati college students. Working sisters, as indicated by the student survey and guardian survey, are increasingly advising, guiding, and serving as guardians for their younger siblings. The availability of older siblings and other extended family members may help to fill the gap left in support when parents have little educational experience.

Results from both the student and parent surveys indicate that families are generally supportive in their students’ education and provide the financial support for students to persist. Families and guardians are becoming more educated, sophisticated, informed, and capable of providing support needed for students to succeed, especially in cases of students who are at risk of failing. In families with low education, however, parents may not know how best to support students who are exhibiting low academic achievement although there is evidence that they are trying to support their children .

As the Emirati society continues to evolve, relationships between college students and their families will continue to be in transition. As more Emiratis with higher formal education become parents, some of the issues raised in this chapter will subside. However, issues related to national culture in the midst of rapid economic development and increasing globalization will take more concerted and structured efforts to resolve.

Appendix 1: Survey Questions Used in Indexes Listed by Number

Q29

My family is complimentary when I get good grades

Q30

My family shows disapproval if I get bad grades

Q31

I inform my family about my grades

Q32

I allow my family to use the College portal to check my student information

Q33

My family checks to see that I've done my homework and other academic tasks

Q34

I tell my family when I have a project, paper or test to prepare for

Q36

Someone in my family will quiz me to help me study before a test

Q36

My family provides the computer, printer, paper and other tools I need to study

Q37

My family ensures I am at College in time for my classes

Q38

My family encourages me to get enough rest to be alert in college each day

Q39

My family tries to limit the amount of time I watch TV, play video games, talk on the phone because it may interfere with my studies

Q40

My family stresses the importance of getting good grades

Q41

My family tries to limit the amount of time that I can visit with friends when I have College the next day

Q42

My family ensures I have breakfast before college each day

Q43

My family discusses College activities or events with me

Q44

My family supports my participation in College clubs, activities or sports

Q45

My family encourages me to speak to my teacher, counselor, or supervisor when I have a problem in College

Q51

My family is willing to speak to someone from the College when I have a problem in College

Q52

My family is very interested in my academic progress

Q53

I am passionate about my chosen field of study

Q54

My family influenced my chosen field of study

Q55

I work hard in College to satisfy my family

Q56

My family encouraged me to go to College

Q57

I am considering or pursuing a major I don’t like in order to please my family

Q58

I work hard in College to satisfy myself

Q59

College level students do not require family involvement

Q60

I think students with high family involvement in their learning process are more successful

Q61

My family will find me a job when I graduate College

Q62

My family will not allow me to work when I graduate from College

Q63

The level of my family’s involvement in my studies was greater before I came to College

Q64

There are enough opportunities to involve my family at the College

Q65

I would do better in College if I had more support from my family

Appendix 2: Engagements

Sociodemographic variables

Number

Q27

Q31

Q32

Q33

Q34

Q35

Q38

Q39

Q41

Q43

Q45

Q50

All

All

1173

0.696

0.743

0.489

0.520

0.749

0.361

0.819

0.576

0.607

0.518

0.720

0.706

0.619

SMC

114

0.695

0.776

0.550

0.581

0.781

0.417

0.857

0.618

0.588

0.559

0.776

0.702

0.655

SWC

1059

0.696

0.739

0.483

0.514

0.746

0.355

0.814

0.572

0.609

0.514

0.714

0.706

0.615

Family size 1–6

273

0.625

0.779

0.531

0.547

0.745

0.389

0.843

0.572

0.590

0.530

0.734

0.736

0.636

Family size 7–8

299

0.691

0.727

0.482

0.509

0.750

0.360

0.822

0.579

0.589

0.518

0.735

0.691

0.615

Family size 9

160

0.700

0.719

0.472

0.503

0.761

0.347

0.825

0.583

0.631

0.522

0.695

0.702

0.614

Family size 10 or more

441

0.694

0.739

0.474

0.518

0.747

0.349

0.799

0.574

0.621

0.510

0.710

0.699

0.613

Father no education/do not know

290

0.625

0.717

0.457

0.484

0.716

0.352

0.775

0.558

0.591

0.509

0.674

0.674

0.592

Father primary/secondary school

630

0.697

0.745

0.502

0.539

0.757

0.363

0.826

0.585

0.618

0.518

0.735

0.718

0.628

Father postsecondary education

253

0.727

0.766

0.493

0.516

0.768

0.366

0.850

0.576

0.599

0.529

0.736

0.712

0.628

Mother no education/do not know

291

0.625

0.706

0.467

0.497

0.714

0.356

0.813

0.570

0.605

0.516

0.700

0.680

0.619

Mother primary/secondary school

672

0.698

0.753

0.507

0.533

0.765

0.368

0.817

0.580

0.613

0.517

0.724

0.718

0.627

Mother postsecondary education

210

0.696

0.760

0.461

0.511

0.746

0.344

0.833

0.571

0.593

0.525

0.736

0.702

0.617

Father not working/do not know

275

0.696

0.743

0.489

0.520

0.749

0.361

0.819

0.576

0.607

0.518

0.720

0.706

0.606

Father retired

489

0.684

0.734

0.482

0.517

0.753

0.353

0.811

0.576

0.622

0.516

0.725

0.712

0.618

Father working

409

0.702

0.770

0.505

0.523

0.756

0.380

0.836

0.580

0.611

0.525

0.722

0.702

0.628

Mother not working/do not know

887

0.693

0.736

0.494

0.523

0.747

0.360

0.814

0.580

0.607

0.516

0.718

0.705

0.618

Mother retired

97

0.727

0.745

0.472

0.510

0.773

0.363

0.858

0.562

0.580

0.513

0.714

0.722

0.619

Mother working

189

0.625

0.772

0.474

0.513

0.747

0.364

0.821

0.566

0.620

0.532

0.730

0.700

0.622

Student marital status single

1035

0.695

0.742

0.489

0.523

0.749

0.360

0.819

0.584

0.612

0.523

0.721

0.709

0.621

Student marital status married/divorced/widow(er)

138

0.703

0.750

0.487

0.496

0.754

0.366

0.819

0.516

0.569

0.484

0.714

0.679

0.603

Parents are divorced

99

0.674

0.745

0.530

0.548

0.770

0.366

0.768

0.614

0.649

0.523

0.707

0.692

0.628

Parents are not divorced

1074

0.698

0.743

0.485

0.518

0.747

0.360

0.823

0.573

0.603

0.518

0.721

0.707

0.618

SMC: Sharjah Men’s College

SWC: Sharjah Women’s College

Appendix 3: Influences

Sociodemographic variables

Number

Q29

Q30

Q40

Q44

Q47

Q48

Q52

Q56

Q57

Q54

All

All

1173

0.827

0.665

0.850

0.499

0.702

0.903

0.863

0.895

0.440

0.583

0.723

SMC

114

0.825

0.680

0.873

0.522

0.695

0.923

0.855

0.917

0.428

0.542

0.726

SWC

1059

0.827

0.663

0.848

0.497

0.703

0.901

0.864

0.892

0.441

0.587

0.722

Family size 1–6

273

0.832

0.666

0.856

0.518

0.708

0.912

0.875

0.902

0.434

0.645

0.735

Family size 7–8

299

0.839

0.661

0.855

0.498

0.697

0.886

0.866

0.890

0.447

0.628

0.727

Family size 9

160

0.838

0.652

0.861

0.497

0.711

0.920

0.875

0.913

0.425

0.603

0.729

Family size 10 or more

441

0.811

0.672

0.840

0.489

0.700

0.902

0.849

0.887

0.443

0.621

0.721

Father no education/do not know

290

0.796

0.620

0.813

0.483

0.677

0.880

0.840

0.899

0.469

0.644

0.712

Father primary/secondary school

630

0.831

0.669

0.858

0.502

0.706

0.915

0.860

0.889

0.427

0.607

0.726

Father postsecondary education

253

0.851

0.706

0.875

0.513

0.722

0.899

0.897

0.904

0.437

0.652

0.746

Mother no education/do not know

291

0.804

0.621

0.834

0.483

0.670

0.901

0.845

0.899

0.453

0.620

0.727

Mother primary/secondary school

672

0.833

0.675

0.854

0.503

0.707

0.901

0.860

0.896

0.438

0.618

0.728

Mother postsecondary education

210

0.837

0.692

0.860

0.512

0.733

0.912

0.899

0.885

0.427

0.661

0.742

Father not working/do not know

275

0.827

0.665

0.850

0.499

0.702

0.903

0.863

0.895

0.440

0.626

0.726

Father retired

489

0.827

0.654

0.851

0.491

0.709

0.904

0.870

0.894

0.443

0.613

0.726

Father working

409

0.833

0.674

0.851

0.510

0.700

0.898

0.852

0.898

0.441

0.639

0.730

Mother not working/do not know

887

0.824

0.652

0.847

0.493

0.694

0.901

0.856

0.894

0.438

0.614

0.721

Mother retired

97

0.838

0.714

0.884

0.513

0.722

0.907

0.918

0.892

0.448

0.680

0.752

Mother working

189

0.836

0.697

0.847

0.521

0.734

0.910

0.868

0.898

0.442

0.652

0.740

Student marital status single

1035

0.824

0.664

0.849

0.500

0.703

0.904

0.862

0.895

0.439

0.629

0.727

Student marital status married/divorced/widow(er)

138

0.844

0.670

0.859

0.491

0.701

0.899

0.875

0.889

0.447

0.605

0.728

Parents are divorced

99

0.773

0.667

0.823

0.500

0.710

0.866

0.831

0.876

0.467

0.611

0.712

Parents are not divorced

1074

0.832

0.665

0.853

0.499

0.702

0.906

0.866

0.896

0.437

0.580

0.724

Appendix 4: Enablers

Sociodemographic variables

#

Q36

Q37

Q46

Q49

All

All

1173

0.929

0.853

0.382

0.962

0.750

SMC

114

0.923

0.866

0.375

0.963

0.754

SWC

1059

0.930

0.851

0.383

0.962

0.750

Family size 1–6

273

0.945

0.847

0.388

0.956

0.760

Family size 7–8

299

0.926

0.855

0.405

0.958

0.758

Family size 9

160

0.952

0.869

0.381

0.964

0.759

Family size 10 or more

441

0.914

0.849

0.364

0.967

0.737

Father no education/do not know

290

0.916

0.840

0.361

0.952

0.741

Father primary/secondary school

630

0.929

0.860

0.382

0.963

0.752

Father postsecondary education

253

0.945

0.850

0.408

0.971

0.758

Mother no education/do not know

291

0.921

0.855

0.377

0.958

0.750

Mother primary/secondary school

672

0.924

0.856

0.378

0.959

0.747

Mother postsecondary education

210

0.957

0.837

0.405

0.975

0.755

Father not working/do not know

275

0.929

0.853

0.382

0.962

0.753

Father retired

489

0.919

0.846

0.371

0.957

0.750

Father working

409

0.943

0.853

0.388

0.964

0.750

Mother not working/do not know

887

0.923

0.855

0.373

0.959

0.750

Mother retired

97

0.956

0.871

0.428

0.966

0.769

Mother working

189

0.943

0.829

0.401

0.971

0.744

Student marital status single

1035

0.931

0.860

0.387

0.964

0.754

Student Marital Status married/divorced/widowed

138

0.918

0.797

0.348

0.949

0.725

Parents are divorced

99

0.874

0.838

0.379

0.955

0.728

Parents are not divorced

1074

0.934

0.854

0.383

0.963

0.752

Appendix 5

Guardian survey demographics

 

Frequency

Percentage

Relationship to student

  

Father

13

43

Mother

8

27

Sister

8

27

Aunt

1

3

 

30

100

Occupation

  

Housewife

8

27

Officer

7

23

Retired

6

20

Office worker

4

13

Professional

4

13

Student

1

3

 

30

100

Education level

  

At least postsecondary

19

63

Primary

5

17

Secondary

4

13

No education

2

7

 

30

100

At least postsecondary education

  

Sistera

8

42

Father

8

42

Mother

2

11

Aunt

1

5

 

19

100

Income level

  

Medium

18

60

Limited

6

20

Extended

6

20

 

30

100

  1. aSisters’ ages 22–33 and all working and/or studying

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Daleure, G., Albon, R., Hinkston, K., McKeown, J., Zaabi, T. (2015). Understanding Family Involvement in the Education of Emirati College Students in the United Arab Emirates (UAE). In: Raddawi, R. (eds) Intercultural Communication with Arabs. Springer, Singapore. https://doi.org/10.1007/978-981-287-254-8_6

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