Ideals and realities in the involvement of Filipino immigrant mothers in their children’s education in South Korea

Ethnicities ◽  
2021 ◽  
pp. 146879682110290
Author(s):  
Younghan Kim
Keyword(s):  
Parental Involvement ◽  
South Korea ◽  
Language Barriers ◽  
Immigrant Parents ◽  
Immigrant Mothers ◽  
Children's Education ◽  
Knowing That ◽  
Research Interviews ◽  
Children’S Education ◽  
Multiple Challenges

Parental involvement in children’s education plays a crucial role in a child’s life. However, meaningful parental involvement is often a difficult task for immigrant parents because of multiple challenges such as limited resources and information, language barriers, and cultural differences. This article presents findings from qualitative research interviews on the involvement of Filipino immigrant mothers in their children’s education in South Korea. The results indicate that the immigrant parents take their children’s education seriously. They want to raise their children to be happy and successful, knowing that performing well in school is the key to a successful life as an adult, especially in a nation with a fervor for education. Like other parents, they are willing to devote themselves to their children above all else. Compared with previous studies, not many barriers to involvement were revealed in this study. Only two, language barriers and financial concerns, were expressed by all participants as obstacles to involvement in their children’s education. Yet, the true, hidden barrier is how the immigrant parents view their Korean proficiency. They over-emphasize the language barrier, which causes them to avoid conversations with others.

scholarly journals From theory to practice: Engaging immigrant parents in their children’s education

2021 ◽  
Author(s):  
Judith K. Bernhard
Keyword(s):  
Immigrant Parents ◽  
Children's Education ◽  
Theory To Practice ◽  
Children’S Education

From theory to practice: Engaging immigrant parents in their children’s education

scholarly journals Challenges and Strategies for Promoting Children’s Education: A Comparative Analysis of Chinese Immigrant Parenting in the United States and Singapore

Genealogy ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 20 ◽  
Author(s):  
Min Zhou ◽  
Jun Wang
Keyword(s):  
United States ◽  
New York ◽  
Los Angeles ◽  
The United States ◽  
Unintended Consequences ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Parenting Strategies ◽  
Children's Education ◽  
Children’S Education

Confucian heritage culture holds that a good education is the path to upward social mobility as well as the road to realizing an individual’s fullest potential in life. In both China and Chinese diasporic communities around the world, education is of utmost importance and is central to childrearing in the family. In this paper, we address one of the most serious resettlement issues that new Chinese immigrants face—children’s education. We examine how receiving contexts matter for parenting, what immigrant parents do to promote their children’s education, and what enables parenting strategies to yield expected outcomes. Our analysis is based mainly on data collected from face-to-face interviews and participant observations in Chinese immigrant communities in Los Angeles and New York in the United States and in Singapore. We find that, despite different contexts of reception, new Chinese immigrant parents hold similar views and expectations on children’s education, are equally concerned about achievement outcomes, and tend to adopt overbearing parenting strategies. We also find that, while the Chinese way of parenting is severely contested in the processes of migration and adaptation, the success in promoting children’s educational excellence involves not only the right set of culturally specific strategies but also tangible support from host-society institutions and familial and ethnic social networks. We discuss implications and unintended consequences of overbearing parenting.

‘I feel sometimes I am a bad mother’: The affective dimension of immigrant mothers’ involvement in their children’s schooling

2016 ◽  
Vol 53 (1) ◽  
pp. 110-126 ◽  
Author(s):  
Taghreed Jamal Al-deen ◽  
Joel Windle
Keyword(s):  
Feminist Scholarship ◽  
Emotional Labour ◽  
Immigrant Mothers ◽  
Children's Education ◽  
School Aged Children ◽  
Women’S Perceptions ◽  
Children’S Education ◽  
Emotional Dimensions ◽  
Emotional Capital ◽  
Children's Schooling

This article identifies the complex emotional dimensions of migrant mothers’ involvement in their children’s education, building on feminist scholarship which affirms the importance of their emotional labour. We present findings from a study of Muslim Iraqi mothers with school-aged children in Australia, based on 47 interviews with 25 immigrant mothers. Drawing on a Bourdieusian conceptual framework, we argue that the reserves of cultural and emotional capital required for effective participation in children’s education can be both consolidated and diminished through the process of migration. Perceived ineffective involvement comes at heavy emotional price, threatening some women’s perceptions of themselves as ‘good mothers’.

scholarly journals PARENTS INVOLVEMENT ON CHILDREN’S EDUCATION AT ELEMENTARY SCHOOL IN OMESURI, LEMBATA REGENCY

2019 ◽  
Vol 1 (2) ◽  
pp. 1-9
Author(s):  
Ramadhan Jamhar ◽  
Sunu Hastuti
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary Education ◽  
Parental Involvement ◽  
Children's Education ◽  
Positive Effects ◽  
Children’S Education ◽  
Parents Involvement ◽  
Learning At Home

This study was done to know the parents’ involvement on children’s education at elementary school in Omesuri, Lembata Regency. The aim of the study is to ascertain how does parental involvement on students elementary education. In this case study, a qualitative research was used. Data was gathered by interviewing parents of five differents elementary school in Omesuri, who all have children that have good achivement in academic. The study found that all participants are all highly involved with their children’s education. However, not all aspects the parents involved. There were three of six aspects that the parents involved, namely parenting, communication, and learning at home. While the other three aspects were not involved, namely volunteering, decision making, and collaborating with community. The study showed that parental involvement has positive effects on students’ academic achievement on Elementary Schools in Omesuri.

Families as Partners: The Essential Link in Children’s Education, by Andrea M. Nelson Royes

2021 ◽  
Vol 42 (1&2) ◽  
pp. 259-262
Author(s):  
Warrick Lattibeaudiere
Keyword(s):  
Parental Involvement ◽  
Educational System ◽  
Critical Role ◽  
Children's Education ◽  
Children’S Education ◽  
Point Of Reference

For the most part, children who succeed in the educational system can attest to the role parental involvement has played in their success. While some families have reneged on their responsibility or have left it up to other units in society, it is an almost undeniable fact that families are the most important point of reference insofar as educating children is concerned. In this regard, Andrea M. Nelson-Royes’ book, Families as Partners: The Essential Link in Children’s Education underscores the critical role parents and families play in the life of children, and offers a range of suggestions as to how families can be helped to appreciate this role. The information contained therein seeks to empower parents and families and critically looks at the interplay between schools, children (disabled and normal) and families themselves.

Children of Immigrants

2020 ◽  
pp. 154-175
Author(s):  
Gracia Liu-Farrer
Keyword(s):  
Public Education ◽  
Children Of Immigrants ◽  
Economic Resources ◽  
Educational Institutions ◽  
Immigrant Parents ◽  
Educational Choice ◽  
Cultural Backgrounds ◽  
Children's Education ◽  
Children’S Education ◽  
Japanese Schools

This chapter addresses the education experiences and outcomes of children of full or partial foreign parentage who grew up in Japan. It highlights some of their education strategies and practices and discusses how migration channels, parents' socioeconomic situations, and cultural backgrounds affect such practices and children's education achievements. Immigrant parents, regardless of their class and ethnic and cultural backgrounds, share an eagerness to advance their children's education. They strategize among different educational options and choose those they believe can produce better outcomes as well as match their mobility goals. However, the educational outcomes of the children vary widely, across national groups and along class lines. This has to do with the variant cultural, social, and economic resources that can be used to advance children's education. Meanwhile, the easiest educational choice available to them, Japanese public education, falls short in facilitating immigrant children's education mobility. The different choices of educational institutions in Japan include Japanese schools and “foreigner schools.” There is also the option of transnational education.

Parental Perception Of Early Childhood Educational Involvement: Research Evidence Of The Mfanstiman District Of The Central Region Of Ghana

2020 ◽  
Vol 7 (6) ◽  
pp. 310-326
Author(s):  
Ahmed Jinapor ◽  
Naa Korkor Larbi-Appiah
Keyword(s):  
Early Childhood ◽  
Parental Involvement ◽  
Central Region ◽  
Quantitative Research ◽  
Research Evidence ◽  
Parental Perception ◽  
Children's Education ◽  
Educational Involvement ◽  
Children’S Education ◽  
Children Education

This study is a quantitative research hinged on the descriptive study paradigm where perspectives of selected parents of pupils at the early childhood level at the Anomabo Circuit “A” in the Mfantsiman Municipality of the Central Region of Ghana were sought on how parental involvement is shaped in their localities, the extent of their involvement in their children education, and challenges they confront in this direction. Using descriptive and inferential statistics such as means and standard deviations, findings from the study among others revealed that parents perceived the school as a place for teachers to be in charge; though the results that emanated from the study points to parent participants of this study being involved in their children’s education. On the issue of challenges that confronts parents in the involvement of their children’s education at the early childhood level, also an objective that informed the study, the results among others include; lack of financial resources, and time constraints and busy schedules. Again, as part of recommendations in the advancement of parental involvement at the early childhood level in Ghana, the study among others calls for robust education and prescription of how parents can and should be involved in their children education.

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