Chapter 3 Economically Challenged but Academically Focused: The Low-income Chinese Immigrant Families’ Acculturation, Parental Involvement, and Parental Mediation

2018 ◽  
pp. 51-75 ◽  
Author(s):  
Melissa M. Yang
Keyword(s):  
Parental Involvement ◽  
Low Income ◽  
Immigrant Families ◽  
Parental Mediation ◽  
Chinese Immigrant ◽  
Chinese Immigrant Families

Tiger Parents or Sheep Parents? Struggles of Parental Involvement in Working-Class Chinese Immigrant Families

2014 ◽  
Vol 116 (8) ◽  
pp. 1-32
Author(s):  
Desirée Baolian Qin ◽  
Eun-Jin Han
Keyword(s):  
Parental Involvement ◽  
Immigrant Families ◽  
Social Institutions ◽  
The United States ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Parent Child Relations ◽  
Chinese Immigrant Families ◽  
Chinese Immigrant Parents ◽  
Parent Child

Background/Context Research on Chinese immigrant parents tends to focus on their high levels of educational involvement and its positive impact on their children's exceptional educational performances. Relatively little research has been conducted to understand the challenges Chinese immigrant parents face in helping their children with school and the resulting influence on parent-child relations and children's adaptation. Focus of Study In this paper, we examined how immigration reshapes parental involvement in these Chinese immigrant families and its subsequent influence on parent-child relations. Setting The research was conducted in the metropolitan area of a northeastern city in the United States. Participants Our participants were 72 Chinese immigrant children and their parents. Research Design Our study utilizes longitudinal interview data with open-ended questions. Open, axial, and selective coding procedures were used in qualitative data analysis. Findings/Results Our findings suggest that when parents face multiple challenges in their adaptation after migration, they often experience a feeling of powerlessness especially in dealing with their children's schooling. This then forces the children to be precociously independent. This dynamic puts strain on parent-child relations and has a negative impact on children's adaptation. Conclusions/Recommendations It is important for schools and other social institutions working with Chinese immigrant families to reach out to parents by providing them with more information and resources to be more involved in their children's education. Immigrant and local communities can also help by offering parent and youth programs to help improve parental involvement and parent-child relations in Chinese and other immigrant families.

scholarly journals Chinese Immigrant Families Living in the US Practice Parental Involvement Differently

2014 ◽  
Vol 1 (2) ◽  
pp. 67-87
Author(s):  
Shu-hui Lin ◽  
Martha Jane Lash
Keyword(s):  
Academic Success ◽  
Parental Involvement ◽  
English Language ◽  
Immigrant Families ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Case Study Methodology ◽  
Home Based ◽  
Chinese Immigrant Families ◽  
Chinese Immigrant Family

A qualitative case study methodology was used to research and understand how five Chinese immigrant families support their children’s academic achievement through parental involvement at home and school. The study is derived from two research questions: (1) what are the parents’ educational beliefs in supporting their children’s school learning? and (2) what parental involvement steps do parents adopt to aid their children in achieving academic success? As the data indicated, these Chinese immigrant parents had high academic expectations for their children’s educational outcomes; they especially believe their children must master the English language (verbal and literacy) and have a sound mathematical knowledge base. Second, the study shows that these parents are highly engaged in home-based parent involvement (e.g., study areas, books and learning materials, teaching and assisting with math and language, especially, and all subject learning generally). It is also shows that these parents responded to “invitations” from the school for involvement. The findings of this study calls attention to the challenges and strategies of the Chinese immigrant families for school involvement and the need for a home‒school connection and parent‒teacher cooperation for the Chinese immigrant family

Lessons Learned in Adapting Parent Training for Chinese Immigrant Families

2009 ◽  
Author(s):  
Anna S. Lau ◽  
Joey Fung ◽  
Lisa L. Liu ◽  
Omar G. Gudino ◽  
Lorinda Ho ◽  
...  
Keyword(s):  
Parent Training ◽  
Immigrant Families ◽  
Lessons Learned ◽  
Chinese Immigrant ◽  
Chinese Immigrant Families

Transnational parenting practices of Chinese immigrant families in New Zealand

2017 ◽  
Vol 19 (3) ◽  
pp. 219-230 ◽  
Author(s):  
Angel Chan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Parenting Practices ◽  
Immigrant Families ◽  
Chinese Immigrant ◽  
Parenting Strategies ◽  
Childhood Education ◽  
Chinese Immigrant Families ◽  
Transnational Parenting

This article advocates for fluid pedagogies that align with the transnational parenting practices of immigrant families. New Zealand is now considered to be a superdiverse country with a large population of immigrants. This superdiversity phenomenon can therefore also be found in its early childhood education settings. Research has indicated that many contemporary immigrants are transnationals who maintain close connections with their home countries and frequently engage in border-crossing activities. Transnational immigrants are mobile, and their parenting strategies may be similarly fluid. This article uses findings from a research project which involved Chinese immigrant families to illustrate transnational perspectives of early childhood education and parenting practices. Narrative excerpts are presented and analysed using key theoretical constructs of transnationalism to illustrate the participants’ cultural dilemmas in their parenting, their preparedness to adapt their heritage practices and to adopt early childhood education discourses of the host country, and their agency in choosing parenting strategies that they believed best support their children’s learning. It highlights the importance of parent–teacher dialogue and of enacting a curriculum with fluid pedagogies that are responsive to heterogeneous parental aspirations.

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