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Learning the Rules: Chinese Immigrant Parents' Involvement During Their Children's Transition to Kindergarten.

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Title: Learning the Rules: Chinese Immigrant Parents' Involvement During Their Children's Transition to Kindergarten.
Authors: Kong, Peggy A.1 (AUTHOR) pak72@drexel.edu, Zhang, Xinwei2 (AUTHOR), Sachdev, Anu3 (AUTHOR), Yu, Xiaoran4 (AUTHOR)
Source: Early Childhood Education Journal. Apr2024, Vol. 52 Issue 4, p681-691. 11p.
Subject Terms: *Parenting, *Parents, *Expectation (Psychology), *Kindergarten children, *Kindergarten, Chinese people, Immigrant families, Support groups
Geographic Terms: United States
Abstract: This study examines Chinese immigrant parents' educational involvement beliefs and practices during their children's transition to kindergarten in the United States. Interviews were conducted with 10 Chinese immigrant parents in an area with a small Chinese population and limited ethnic resources. Three main themes emerged. First, limited English proficiency and inadequate knowledge of the American educational system are barriers to parental involvement. Specifically, although parents acknowledged the importance of family-school partnerships, they were not confident interacting with teachers or local parents. Parents expressed concerns that their limited English skills would adversely impact their children's academic and mental development. Additionally, parents explained reasons for having high educational expectations for their children, given the unequal educational opportunities for immigrant students. Second, Chinese immigrant parents endeavored to understand the American educational system, and they adjusted their beliefs and practices by comparing American and Chinese schools and volunteering in the school. Third, Chinese immigrant parents navigated ethnic resources by building a collaborative ethnic community and creating parent support groups on social media. This study highlights that although immigrant background restricted Chinese immigrant parents' educational involvement, they were keenly aware of the importance of parental involvement in supporting their children's kindergarten transition and actively adjusted their educational involvement beliefs and practices. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Learning the Rules: Chinese Immigrant Parents' Involvement During Their Children's Transition to Kindergarten.
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  Data: *<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br />*<searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br />*<searchLink fieldCode="DE" term="%22Expectation+%28Psychology%29%22">Expectation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink><br />*<searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+people%22">Chinese people</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrant+families%22">Immigrant families</searchLink><br /><searchLink fieldCode="DE" term="%22Support+groups%22">Support groups</searchLink>
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  Data: This study examines Chinese immigrant parents' educational involvement beliefs and practices during their children's transition to kindergarten in the United States. Interviews were conducted with 10 Chinese immigrant parents in an area with a small Chinese population and limited ethnic resources. Three main themes emerged. First, limited English proficiency and inadequate knowledge of the American educational system are barriers to parental involvement. Specifically, although parents acknowledged the importance of family-school partnerships, they were not confident interacting with teachers or local parents. Parents expressed concerns that their limited English skills would adversely impact their children's academic and mental development. Additionally, parents explained reasons for having high educational expectations for their children, given the unequal educational opportunities for immigrant students. Second, Chinese immigrant parents endeavored to understand the American educational system, and they adjusted their beliefs and practices by comparing American and Chinese schools and volunteering in the school. Third, Chinese immigrant parents navigated ethnic resources by building a collaborative ethnic community and creating parent support groups on social media. This study highlights that although immigrant background restricted Chinese immigrant parents' educational involvement, they were keenly aware of the importance of parental involvement in supporting their children's kindergarten transition and actively adjusted their educational involvement beliefs and practices. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: United States
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      – TitleFull: Learning the Rules: Chinese Immigrant Parents' Involvement During Their Children's Transition to Kindergarten.
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              Text: Apr2024
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