Times are displayed in (UTC-05:00) Central Time (US & Canada) Change
About this paper symposium
| Panel information |
|---|
| Panel 8. Education, Schooling |
| Paper #1 | |||
|---|---|---|---|
| Family Language Socialization of Chinese Emergent Bilingual Learners in Cross-National Contexts: A Systematic Review | |||
| Author information | Role | ||
| Dr. Soojin Oh Park, Ph.D., University of Washington College of Education, United States | Presenting author | ||
| Chengmiao Xu, University of Washington College of Education, U.S.A. | Non-presenting author | ||
| Abstract | |||
|
Introduction Centering Asian bilingual children and their families in early childhood education (ECE) research is important for several reasons. Asians are the second largest and fastest growing racial group in the U.S. yet have remained at the margins in ECE research, policy and practice. A review on ECE program effects on bilinguals found that almost all studies (92%) focused on Spanish-speaking children. Compared to the overall bilingual population, Asian children exhibit much higher levels of linguistic diversity and divergent experiences. While parents play a critical role in cultivating children’s early language and literacy skills, their contributions to heritage language maintenance (HLM) have remained understudied. Search Strategy & Screening Procedures Thus we conducted a systematic review to synthesize the literature examining Chinese parental attitudes and practices linked to their children’s HLM. Relatedly, we investigated the methods employed in the selected studies towards identifying future directions for methodological advances. First, we conducted a comprehensive search using the inclusion criteria: (a) published in a peer-reviewed journal; (b) between 2000 and 2022; (c) children aged 3-8; and (d) examined Chinese parenting support of HLM. From an initial sample of 314 studies, a final analytic sample included 25 studies after full-text screening, referential backtracking and cross-referencing. Data Analysis To facilitate the consolidation and synthesis of the identified literature, we developed a summary table to encapsulate key methodological characteristics. Included studies represented a diverse range of nation-states: While almost half of the studies (N=12) were conducted in the U.S., several studies were conducted in Canada (N=4), Australia (N=2) and Norway (N=1), nation-states with increasingly growing multicultural, multilingual populations. About a quarter of the studies were conducted in Singapore. While 60 percent of the studies (N=15) used quantitative methods (i.e., descriptive and correlational studies using observation measures, survey instruments, and linguistic assessments), about a third of the sample employed qualitative methodologies (i.e., interview, participant observation, audio and video recordings). The coding process unfolded in three phases. During the first analytic phase we documented analytic notes during open coding to develop an initial codebook. Next, we piloted the codebook through independent review and double-coding of the studies to achieve across- and within-coder consistency. We then examined the frequency of each of these parenting practices, conceptually organized by language vs. literacy practices (Table 1) and across language contexts (Figure 1). Results Chinese families shared core language and literacy practices to promote their children’s HLM through a variety of culturally-grounded strategies. Findings suggest that parents shared deeply-rooted beliefs toward their children’s HLM, and employed a wide range of practices including direct language input, parent-child storybook reading, storytelling, provision of literacy materials and digital resources, direct teaching in reading and writing, teaching math using HL materials, and enrolling children in HL schools. The paper further examines the linkage between parental attitudes and practices as well as micro- and macro-contextual factors that shape multilingual family engagement in early childhood. The paper concludes with recommendations for future research and implications for policy and practice. |
|||
| Paper #2 | |
|---|---|
| Of Traditions and Transitions: Childcare Roles and Bi-cultural Identities in Multigenerational Chinese Immigrant Families | |
| Author information | Role |
| Xiaohan Zhu, Fordham University, United States | Presenting author |
| Abstract | |
|
Introduction: Traditional models of parental involvement have recently come under critique for assuming the structure, values, and norms of the white heteronormative nuclear families (Williams-Johnson & Gonzalez-DeHass, 2022). Families from marginalized communities, particularly non-white immigrants, remain comparatively understudied, stigmatized, and evaluated against the cultural norms of white middle-class culture. In its stead, Yamamoto et al. (2022) have advanced the model of family engagement to address how sociocultural factors like immigration and ethnicity impact how we understand family engagement. This study furthers this research by focusing on the multigenerational family structure of Chinese immigrant families, exploring intergenerational childcare roles, the changes accompanied by immigration, and ethnic-racial discrimination. Hypotheses: Drawing on AsianCrit tenets (Iftikar & Museus, 2018), this study constructs counternarratives to challenge stereotypes of Chinese immigrant families, such as their “invisibility” in school involvement (Curtis et al., 2021) or the "tiger mom" archetype (Wang, 2013). These counternarratives also reject essentialist views of pan-ethnic Asian/Asian American families. Methods: This study uses in-depth interviews with four families (three parent-grandparent dyads and one parent), all with children aged 20 to 50 months in early childhood education. The parents, all mothers with advanced degrees, were asked to create a family map and discuss their roles and engagement in their child’s early life. Grandparents' education levels ranged from high school diplomas to college degrees. Thematic coding (Braun & Clarke, 2006) revealed the below themes. Preliminary Results: Parents are in the driver’s seat As a result of immigration, parents assume more responsibilities in their children’s education and daily routines. Particularly mothers, who often frequently communicate with teachers and school administrators and are deeply involved in organizing extracurricular activities. Fathers, while involved, often provide logistical support, such as transportation, or do physical activities with children. Parents are committed to engaging with schools to ensure their children’s success. However, parents express frustrations with some aspects of the preschool system—particularly the teachers’ high turnover rate and qualifications. The “seasonal” grandparents Grandparents, while still contributing to emotional bonding and teaching cultural values, have reduced roles compared to the responsibilities they would carry if they were in China. Immigration limits their involvement due to language barriers and their unfamiliarity with the cultural environment, particularly when it comes to engaging with the educational system. Consequently, they follow the parents’ lead and play secondary caregiving roles despite their eagerness to be more involved. Financial support from grandparents also plays a key role in accessing educational opportunities, helping families afford housing in better school districts, or covering the costs of extracurricular activities. Fostering bicultural identity Intentional efforts have been made to bring critical awareness to children’s bicultural identities. Both grandparents and parents post concerns over the potential for racial and ethnic discrimination as they see it as an unpredictable and inevitable factor. Families emphasize fostering pride in children’s Chinese heritage alongside preparing them to navigate possible challenges. For example, families actively seek environments where children can experience cultural affirmation, such as choosing to live in areas with larger Asian communities or enrolling children in bilingual education programs. |
|
| Paper #3 | |
|---|---|
| Chinese Immigrant Parents’ Perceptions of Home-School Relations Across Socioeconomic Groups: A Mixed Method Study | |
| Author information | Role |
| Yoko Yamamoto, Ph.D., Brown University, United States | Presenting author |
| Jin Li, Brown University, U.S.A. | Non-presenting author |
| Huong Vong, Brown University, U.S.A. | Non-presenting author |
| Cindy Lung, Brown University, U.S.A. | Non-presenting author |
| Abstract | |
|
Research has consistently demonstrated that Chinese immigrant parents tend to engage in their children’s education at home rather than at school (Pearce & Lin, 2007; Wang, 2008; Yamamoto et al., 2022). While many studies have identified unique and effective ways these parents support their children’s learning at home, little is known about their perceptions of home-school relations that can lead to their generally less reliance on teachers and schools as resources to support their children’s education. Moreover, the socioeconomic diversity in Chinese immigrant families’ school-based involvement and home-school relations has been overlooked. A predominant model of parental involvement addresses parents’ views of teacher/school invitations and parents’ sense of efficacy as critical determinants of families’ school-based involvement (Hoover-Dempsey et al., 2005). For immigrant parents, it is essential to examine parents’ perceptions of home-school relations closely aligned in the context of their cultural beliefs. Because a Chinese cultural model emphasizes academic development and cultivating diligent learning attitudes from an early age, it may not align with approaches in US schools (Ng & Wei, 2020; Yamamoto et al., 2022). Thus, Chinese immigrant parents, especially middle-SES parents, may perceive greater misalignment between their expectations and those of schools regarding children’s learning. Socioeconomic status (SES) may also impact parents’ sense of efficacy in communicating with teachers and engaging in schools, bringing differences within the group. Using a mixed method approach, this study examined middle-SES and low-income Chinese immigrant parents’ perceptions of home-school relations concerning the alignment between parents and school expectations, school/teacher invitations and communications, and parents’ sense of efficacy related to school-based involvement during the early years of children’s schooling. The participants consisted of 221 Chinese immigrant parents with 6-year-old children with 111 middle-SES and 110 low-SES families. All the children were enrolled in formal education. A quantitative analysis of survey questions constructed within the context of Chinese and Chinese cultural beliefs explored parents’ perceptions of home-school relations. The three composite variables focused on parents’ perceptions of a) the alignment between home-school or teacher-parent expectations about children’s learning, b) parental efficacy related to school-based involvement (e.g., I don’t know how to approach my child’s school), and c) school/teacher invitations and communications (e.g., Schools do not contact us). Additionally, a qualitative analysis examined parents’ perceptions of teachers’ roles and home-school relations through mother-child conversations related to children’s learning, which were recorded and transcribed verbatim. Results of ANCOVA demonstrated that middle-SES Chinese immigrant parents reported significantly more misalignment with home-school/teacher expectations for children’s learning, including academic expectations and the development of important learning attitudes, than low-income Chinese immigrant parents (p < .001). Low-income parents tended to report being less efficacious in understanding school/teacher expectations and engaging in school-based involvement compared to middle-SES parents (p < .001). There was no significant difference in parents’ perceptions of school invitations/communications across the two groups. The findings of the qualitative analysis provide nuanced insights into how low-income and middle-SES parents perceive teachers and their expectations of children’s learning, complementing the results of the quantitative analysis. |
|
⇦ Back to session
Rethinking Family Engagement and Home-School Relations: Sociocultural, Linguistic, and Multigenerational Dynamics in Chinese Immigrant Families
Submission Type
Paper Symposium
Description
| Session Title | Rethinking Family Engagement and Home-School Relations: Sociocultural, Linguistic, and Multigenerational Dynamics in Chinese Immigrant Families |