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 |
|---|---|
| Language: | English |
| Authors: | Peggy A. Kong (ORCID |
| Source: | Early Childhood Education Journal. 2024 52(4):681-691. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Immigrants, Parents, Parent Participation, Transitional Programs, Kindergarten, Parent Attitudes, Barriers, Family School Relationship, Language Skills, Cooperation, Community Involvement, Community Resources, Social Media, Social Support Groups, Social Adjustment, Adjustment (to Environment) |
| DOI: | 10.1007/s10643-023-01452-4 |
| ISSN: | 1082-3301 1573-1707 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1416881 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-023-01452-4 |
