Bullying prevention for Asian American families: Collaborations with school districts and community organizations.

Abstract Objectives: To explore best practices and challenges in providing school meals during COVID-19 in a low-income, predominantly Latino, urban-rural region. Design: Semi structured interviews with school district stakeholders and focus groups with parents were conducted to explore school meal provision during COVID-19 from June to August 2020. Data was coded and themes were identified to guide analysis. Community organizations were involved in all aspects of study design, recruitment, data collection, and analysis. Setting: Six school districts in California’s San Joaquin Valley. Participants: School district stakeholders (n=11) included food service directors, school superintendents, and community partners (e.g., funders, food co-operative). Focus groups (n=6) were comprised of parents (n=29) of children participating in school meal programs. Results: COVID-19-related challenges for districts included developing safe meal distribution systems, boosting low participation, covering COVID-19-related costs, and staying informed of policy changes. Barriers for families included transportation difficulties, safety concerns, and a lack of fresh foods. Innovative strategies to address obstacles included pandemic-EBT, bus-stop delivery, community pick-up locations, batched meals, and leveraging partner resources. Conclusions: A focus on fresher, more appealing meals and greater communication between school officials and parents could boost participation. Districts that leveraged external partnerships were better equipped to provide meals during pandemic conditions. In addition, policies increasing access to fresh foods and capitalizing on USDA waivers could boost school meal participation. Finally, partnering with community organizations and acting upon parent feedback could improve school meal systems, and in combination with pandemic-EBT, address childhood food insecurity.

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Understanding and Addressing Parent-Adolescent Conflict in Asian American Families

Asian American Parenting ◽

10.1007/978-3-319-63136-3_7 ◽

2017 ◽

pp. 143-163

Author(s):

Xiang Zhou ◽

Christine S. Wu ◽

Mary Joyce D. Juan ◽

Richard M. Lee

Keyword(s):

Asian American ◽

Adolescent Conflict ◽

American Families

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Family Context

Korean American Families in Immigrant America ◽

10.18574/nyu/9781479804207.003.0002 ◽

2018 ◽

pp. 13-35

Author(s):

Sumie Okazaki ◽

Nancy Abelmann

Keyword(s):

Asian American ◽

Immigrant Families ◽

Intergenerational Relationships ◽

Korean American ◽

Family Context ◽

University Of Illinois ◽

Korean Families ◽

The University ◽

American Families ◽

Korean American Families

This chapter sets the context for our study, including highlights from a study conducted on the campus of the University of Illinois that served as the impetus for the study of Korean American teens and parents in Chicagoland. The chapter presents the findings—as well as new questions sparked by the findings—of that campus study in light of the prevailing narrative about Korean American (and Asian American) families from previous scholarly works about the nature of intergenerational relationships in immigrant families. The Chicagoland Korean American families featured in our study are also placed in the context of the local, national, and transnational conversations that were ongoing among, and about, Korean American and Korean families and teens at the time of the study.

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A Quality Education for Whom?

Trespassers? ◽

10.1525/california/9780520293892.003.0003 ◽

2017 ◽

Author(s):

Willow S. Lung-Amam

Keyword(s):

Asian American ◽

Academic Culture ◽

San Jose ◽

Educational Values ◽

High Performing Schools ◽

High Performing ◽

White Families ◽

Large Numbers ◽

Considerable Resistance ◽

American Families

This chapter considers how migrants' educational priorities and practices reshaped Silicon Valley neighborhoods and schools. For many Asian American families, high-performing schools have been among the most important factors drawing them to particular communities around the region and to their imagined geography of “good” suburban neighborhoods. The academic culture and practices that Asian Americans introduced in Fremont schools, however, has been met with considerable resistance. A case study of the Mission San Jose neighborhood in Fremont shows that as large numbers of Asian American families moved into the community, primarily for access to its highly ranked schools, many established White families moved out. This pattern of so-called White flight was driven in part by tensions between Asian American and White students and parents over educational values, school culture, and academic competition.

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