ERIC Number: EJ1026704
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
The Nature of Interactions between Chinese Immigrant Families and Preschool Staff: How Culture, Class, and Methodology Matter
Heng, Tang T.
Journal of Early Childhood Research, v12 n2 p111-127 Jun 2014
While the parental involvement field has progressed from asking what the impact of parental involvement is to how we can better involve parents, research has lagged in finding out how sociocultural and class differentials between homes and schools affect immigrant families' interactions with schools. This case study uses ethnographic tools to examine the nature of interactions between 11 Chinese immigrant families and staff at a low-income preschool. Interview, participant observation, and textual data revealed that the nature in which staff interacted with parents was didactic and one-directional and depended upon parents' economic-cultural-linguistic capital. Sociocultural differences between staff and parents complicated the interaction, and parental resistance was often misinterpreted. These findings are discussed in light of methodological issues in research as well as how to avoid letting stereotypes, and sociocultural and class differences, hamper the establishment of successful partnerships between schools and immigrant families.
Descriptors: Asians, Immigrants, Preschool Education, Family School Relationship, Parent Participation, Social Differences, Cultural Differences, Social Class, Case Studies, Ethnography, Interviews, Participant Observation, Cultural Capital, Resistance (Psychology), Parents
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A
Identifiers - Location: New York