Moroccan immigrant mothers’ experiences of Italian preschool institutions. A mixed-method study

Giulia Pastori, Alessandra Mussi, Irene Capelli and Ryanne J. R. M. Francot

Contemporary Social Science, 2021, vol. 16, issue 4, 432-447

Abstract: Being an immigrant mother demands both the redefinition of one’s identity as a woman and as a mother and a ‘double cultural mediation’ in children’s upbringing, between the culture of origin and that of the host country. Early Childhood Education and Care (ECEC) are key settings to supporting the wellbeing and the integration of immigrants. This contribution presents research conducted in Italy within the international ISOTIS project (www.isotis.org). Drawing on 114 structured interviews and 12 narrative-biographical interviews, this paper analyses how Moroccan mothers described their relationship with the ECEC system, teachers, and other parents. While survey data indicated that mothers who perceived discrimination were likely to participate less, the qualitative interviews showed that the ECEC settings were generally supportive and non-discriminatory. The ECEC services’ support resulted to be a turning point in the educational and social path of children and mothers themselves. The relationship with the teacher was depicted mostly as positive and meaningful, though the Italian parents’ network seemed harder to join, unveiling a segmented experience of social inclusion and exclusion between in and out of the school context. The findings may contribute to identifying factors facilitating or hindering immigrant parents’ full inclusion and participation in the community life.

Date: 2021
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DOI: 10.1080/21582041.2020.1869814

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