Throughout American history, parental involvement has been a “hot topic” in American education. Parents have great influence on their children’s schooling. Chinese immigrants are one of the largest populations in the United States, which introduces new challenges for American teachers. Along with the increasing numbers of Chinese in the United States, many American teachers have limited knowledge and resources to help them. Using Joyce Epstein’s six types of parental involvement and Grolnick and Slowiaczek’s three dimensions of parental involvement as a theoretical framework, this study investigated 10 Chinese immigrant parents in northwest America. The purpose of this study was to explore how Chinese immigrant parents’ heritage, culture, and beliefs affect their understanding of American education. In addition, this study explored the factors that affect Chinese immigrant parents’ participation in their children’s cognitive development.
|Advisor:||Poe, E. Michael|
|Commitee:||Kellerer, Eric, Thurber, Yvonne|
|School:||Northwest Nazarene University|
|School Location:||United States -- Idaho|
|Source:||DAI-A 76/12(E), Dissertation Abstracts International|
|Subjects:||Cultural anthropology, Asian Studies, Elementary education, Individual & family studies|
|Keywords:||Chinese immigrant, Parental involvement, Qualitative research|
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