Parenting Intervention Needs and Perceived Barriers Among Korean Immigrant Parents in New Zealand

2018 ◽  
Vol 49 (3) ◽  
pp. 295-311
Author(s):  
Jenny L. Vaydich ◽  
Louise J. Keown
Keyword(s):  
New Zealand ◽  
Parenting Intervention ◽  
Perceived Barriers ◽  
Immigrant Parents ◽  
Korean Immigrant ◽  
Korean Immigrant Parents

Challenges and changes in the parenting experiences of Korean immigrants in New Zealand

2018 ◽  
Vol 27 (4) ◽  
pp. 431-450 ◽  
Author(s):  
Boram Lee ◽  
Louise J. Keown
Keyword(s):  
New Zealand ◽  
Young Children ◽  
Cultural Differences ◽  
Cultural Context ◽  
Positive Parenting ◽  
Korean Immigrants ◽  
Immigrant Parents ◽  
Korean Immigrant ◽  
The Family ◽  
Korean Immigrant Parents

Immigrant parents are often confronted with the challenging task of reconciling cultural differences with regard to socialization practices. This paper explored the parenting experiences of 21 Korean immigrant parents of young children (ages 6–10), after immigrating to New Zealand. Most parents reported positive parenting changes following their migration to New Zealand, including greater encouragement of their children's autonomy and decreased emphasis on children's academic performance. The findings also highlighted challenges, such as parent-child disagreements and reduced parenting self-efficacy as parents adapted and adjusted to the new cultural context. In addition, the study identified some unique parenting challenges faced by fathers and Korean transnational parents, where mothers and young children immigrate to New Zealand to advance the children's education while fathers remain in Korea to support the family financially.

Transition to Adulthood: Perspectives of Korean Immigrant Parents of Individuals With Intellectual and Developmental Disabilities

2021 ◽  
pp. 216514342110434
Author(s):  
Irang Kim ◽  
Sarah Dababnah
Keyword(s):  
Developmental Disabilities ◽  
Transition To Adulthood ◽  
Culturally Responsive ◽  
Ethnically Diverse ◽  
The United States ◽  
Immigrant Parents ◽  
Intellectual And Developmental Disabilities ◽  
Korean Immigrant ◽  
Culturally Responsive Practice ◽  
Korean Immigrant Parents

As the United States grows more racially and ethnically diverse, Koreans have become one of the largest ethnic minority populations. We conducted this qualitative study to explore the perspectives of Korean immigrant parents about their child’s future and the factors that shape those perspectives. We used modified grounded theory methods. Twenty Korean immigrant parents of children and adults with intellectual and developmental disabilities participated in the study. Four themes emerged: navigating complicated and limited service systems, maintaining safety and relationships through work and higher education, ongoing parental care at home, and the need for culturally relevant adult services. We discuss implications for culturally responsive practice and inclusive research.

scholarly journals Caring for children with disabilities in a foreign land: Experiences and perceptions of a group of Korean parents and professionals

2017 ◽  
Vol 29 (4) ◽  
pp. 61-73 ◽  
Author(s):  
Clara Choi ◽  
Hong-Jae Park ◽  
Michael O'Brien
Keyword(s):  
New Zealand ◽  
Cultural Values ◽  
Children With Disabilities ◽  
Service Providers ◽  
Cultural Barriers ◽  
Immigrant Parents ◽  
Korean Immigrant ◽  
Aotearoa New Zealand ◽  
Korean Parents ◽  
Parents Experiences

INTRODUCTION: This article aims to provide an overview of the experiences of Korean immigrant parents raising children with disabilities in Aotearoa New Zealand, primarily focusing on their experience of disability services and systems.METHODS: As the present exploratory study aimed to gain a deeper understanding of immigrant parents’ experiences and perceptions, a qualitative approach was employed to collect rich and lived information from participants. Ten participants were recruited and interviewed among Korean parents of children with disabilities and professionals working with those families.FINDINGS: Lack of trust among Korean parents living in Aotearoa New Zealand was frequently discussed by the participants in the present study. Lack of information around available services and alternative support and cultural barriers were often identified to have a significant impact on Korean parents’ experiences with services. A sense of obligation to integrate into the host society and the services provided was also evident. Further, there was a contradictory perception between parents and associated professionals in relation to services’ expectations of Korean parents. CONCLUSIONS: From analysis of the findings, three main themes emerged: experiences of services and its relations with trust, cultural values and expectations, and looking to the future. The study suggests that there is a need for professionals, service providers and government to consider ways to build trusting relationships with Korean parents and their children with disabilities, and makes a number of recommendations.  

Korean Immigrant Parents' Involvement in Children's Biliteracy Development in the U.S. Context

2019 ◽  
pp. 171-186
Author(s):  
Hyesun Cho ◽  
Kwangok Song ◽  
Ji-Yeon Lee
Keyword(s):  
English Language Learners ◽  
Literacy Development ◽  
English Language ◽  
Immigrant Families ◽  
The United States ◽  
Immigrant Parents ◽  
Korean Immigrant ◽  
Biliteracy Development ◽  
Korean Immigrant Parents ◽  
Bilingual Literacy

Drawing on the experiences of Korean immigrant families in the United States, this chapter highlights the importance of parental involvement in the bilingual literacy development of young English language learners. Findings of two projects on Korean parents' engagement in Korean and English language development at home are presented. These findings yield several insights into Korean immigrant parents' perspectives of and experiences in supporting their children's biliteracy development. This chapter suggests not only the importance of parental role but also the teachers' role in bilingual literacy development among young children. Suggestions for educators to support immigrant families to enhance their children's biliteracy learning are provided.

Negotiating identities and communities: Unheard voices of Korean immigrant parents and young children

2017 ◽  
Vol 7 (1) ◽  
pp. 51-61
Author(s):  
Hae Min Yu
Keyword(s):  
Identity Development ◽  
Young Children ◽  
Immigrant Families ◽  
Racial Identity Development ◽  
Immigrant Parents ◽  
Korean Immigrant ◽  
Korean Families ◽  
Positive Perspective ◽  
Korean Immigrant Families ◽  
Korean Immigrant Parents

This study examines social narratives of Korean immigrant families with their young children focusing on how Korean immigrant families describe themselves based on their ethnic community experiences. This study helps uncover their dynamic identities as a Korean, which cannot be bound by a single level of racial identity development. The findings indicate that the parents repeatedly expressed strong resistance against certain stereotypes attributed to their ethnic group, problematizing such stereotypes and critically consciously setting themselves apart, different from the label of “Typical Korean,” whereas the children showed a firm and positive perspective toward their ethnic and sociocultural identity as either Korean or Korean American. Findings suggest that immigrant parents may pay more careful attention building strong and healthy communities where children can develop a positive sense of identity. This study also sheds light on diverse aspects that have not yet been emphasized in the research on how the Korean families negotiate their identities and communities while living as immigrants.

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