What Do Parents Think? Middle-Class Chinese Immigrant Parents' Perspectives on Literacy Learning, Homework, and School-Home Communication

Autor/in	Li, Guofang
Titel	What Do Parents Think? Middle-Class Chinese Immigrant Parents' Perspectives on Literacy Learning, Homework, and School-Home Communication
Quelle	In: School Community Journal, 16 (2006) 2, S.27-46 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Homework; Mathematics Education; Familiarity; Parent School Relationship; Literacy; Immigrants; Middle Class; Parent Attitudes; Chinese Americans; Writing Instruction; Reading Instruction; Parent Child Relationship + Suchen Sie Ihr Suchwort? Hausaufgabe; Mathematische Bildung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Immigrant; Immigrantin; Immigranten; Mittelschicht; Elternverhalten; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Schreibunterricht; Leseunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	This article reports on a sample of 26 middle-class Chinese immigrant parents' perspectives on their children's reading, writing, mathematics learning, and homework, and on the parents' involvement in and communication with mainstream American schools. Findings suggested both consistencies and discrepancies between their beliefs and practices. Areas of discrepancies include their reported involvement in their children's reading and their attitudes toward homework. However, the parents were more consistent in their beliefs and practices in writing and mathematics involvement. These consistencies and discrepancies may be influenced by the parents' familiarity with school instructions in the particular skill areas. These findings argue for more effort to enhance Chinese parents' knowledge base on how American school functions and to build stronger school-home communication and collaboration. (Contains 10 tables and 2 endnotes.) (Author).
Anmerkungen	Academic Development Institute. 121 N. Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10