scholarly journals Attitudes of Chinese Immigrant Parents to the Heritage Language Maintenance Have Positively Affected Their Children’s Chinese Learning in the United States

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Wenting Zhou
Keyword(s):  
United States ◽  
Language Proficiency ◽  
Heritage Language ◽  
Chinese Language ◽  
The United States ◽  
Study Data ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Chinese Heritage Language ◽  
Chinese Immigrant Parents

This study explores the relationship between Chinese parents' language background and their children's performance of learning Chinese language in the United States. Since an increasing number of Chinese immigrant families brought their children to the Chinese language school, bilingual education in those kinds of families has raised specific notice recently. In this study, data collection included surveys, audio-taped interviews, observations, and students' Chinese language test scores. Those participants were divided into two groups, the students took the children's self-satisfaction questionnaire, and the parents took the demographic survey separately. Besides, the content of audio-taped interviews was transcribed as statistical variances to find and identify patterns of the results.     Those three research questions need to be answered in this study: 1. What are the attitudes and actions of those Chinese immigrant parents who do have regard to their Children's Chinese language and literacy learning? 2. Why do some parents feel challenged to maintain Chinese in the home and face the intense pressure of English usage outside society? 3. Is there any connection between Chinese heritage language proficiency and self-efficacy in learning? After the study, the results showed a positive relationship between Chinese heritage language proficiency and students' self-esteem. Parents who were most insistent on using Chinese in the home were most successful in maintaining their children's Chinese, and they also got a better score on the Chinese language tests.

scholarly journals Challenges and Strategies for Promoting Children’s Education: A Comparative Analysis of Chinese Immigrant Parenting in the United States and Singapore

Genealogy ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 20 ◽  
Author(s):  
Min Zhou ◽  
Jun Wang
Keyword(s):  
United States ◽  
New York ◽  
Los Angeles ◽  
The United States ◽  
Unintended Consequences ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Parenting Strategies ◽  
Children's Education ◽  
Children’S Education

Confucian heritage culture holds that a good education is the path to upward social mobility as well as the road to realizing an individual’s fullest potential in life. In both China and Chinese diasporic communities around the world, education is of utmost importance and is central to childrearing in the family. In this paper, we address one of the most serious resettlement issues that new Chinese immigrants face—children’s education. We examine how receiving contexts matter for parenting, what immigrant parents do to promote their children’s education, and what enables parenting strategies to yield expected outcomes. Our analysis is based mainly on data collected from face-to-face interviews and participant observations in Chinese immigrant communities in Los Angeles and New York in the United States and in Singapore. We find that, despite different contexts of reception, new Chinese immigrant parents hold similar views and expectations on children’s education, are equally concerned about achievement outcomes, and tend to adopt overbearing parenting strategies. We also find that, while the Chinese way of parenting is severely contested in the processes of migration and adaptation, the success in promoting children’s educational excellence involves not only the right set of culturally specific strategies but also tangible support from host-society institutions and familial and ethnic social networks. We discuss implications and unintended consequences of overbearing parenting.

Can German Remain a Vital Heritage Language in the United States?

2013 ◽  
Vol 10 (3) ◽  
pp. 305-315
Author(s):  
Renate Ludanyi
Keyword(s):  
United States ◽  
Language Proficiency ◽  
Heritage Language ◽  
The United States ◽  
Language Instruction ◽  
German Language ◽  
Language Schools ◽  
The U.S ◽  
Culture And Language

The demise of German as a pervasive language for 300 years in the United States is due to historical and demographic reasons. Creating an awareness of Germany as an important country and strengthening the role of German teaching has gained advocates in educational and political circles in Germany as well as in the United States. Less understood and supported is the situation of German as a heritage language,despite a multitude of native German speakers who reside in the United States, in part due to global economic needs and who continue to be attracted to German as a language of use. This article describes the work of private German language schools to develop language proficiency, opportunities to use German, and a desire to speak it,and pleads for more research on German as a heritage language and interest in German language conservation.Although Austria and Switzerland also contribute to the preservation of their culture and language abroad by maintaining schools, cultural forums, etc., this article will focus primarily on Germany’s efforts to develop German language instruction in the U.S.

Tiger Parents or Sheep Parents? Struggles of Parental Involvement in Working-Class Chinese Immigrant Families

2014 ◽  
Vol 116 (8) ◽  
pp. 1-32
Author(s):  
Desirée Baolian Qin ◽  
Eun-Jin Han
Keyword(s):  
Parental Involvement ◽  
Immigrant Families ◽  
Social Institutions ◽  
The United States ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
Parent Child Relations ◽  
Chinese Immigrant Families ◽  
Chinese Immigrant Parents ◽  
Parent Child

Background/Context Research on Chinese immigrant parents tends to focus on their high levels of educational involvement and its positive impact on their children's exceptional educational performances. Relatively little research has been conducted to understand the challenges Chinese immigrant parents face in helping their children with school and the resulting influence on parent-child relations and children's adaptation. Focus of Study In this paper, we examined how immigration reshapes parental involvement in these Chinese immigrant families and its subsequent influence on parent-child relations. Setting The research was conducted in the metropolitan area of a northeastern city in the United States. Participants Our participants were 72 Chinese immigrant children and their parents. Research Design Our study utilizes longitudinal interview data with open-ended questions. Open, axial, and selective coding procedures were used in qualitative data analysis. Findings/Results Our findings suggest that when parents face multiple challenges in their adaptation after migration, they often experience a feeling of powerlessness especially in dealing with their children's schooling. This then forces the children to be precociously independent. This dynamic puts strain on parent-child relations and has a negative impact on children's adaptation. Conclusions/Recommendations It is important for schools and other social institutions working with Chinese immigrant families to reach out to parents by providing them with more information and resources to be more involved in their children's education. Immigrant and local communities can also help by offering parent and youth programs to help improve parental involvement and parent-child relations in Chinese and other immigrant families.

scholarly journals Chinese Immigrant Parents’ Involvement in their Children’s School Education: High Interest but Low Action

2011 ◽  
Vol 20 (2) ◽  
Author(s):  
Lan Zhong ◽  
George Zhou
Keyword(s):  
School Culture ◽  
Study Data ◽  
School Education ◽  
Primary Data ◽  
Immigrant Parents ◽  
Chinese Immigrant ◽  
School Activities ◽  
Chinese Parents ◽  
Time And Energy ◽  
Chinese Immigrant Parents

Using interview as the primary data collection method, this qualitative study examined how Chinese immigrant parents are involved in their children’s school education and what factors shape the formats of their involvement. Twelve Chinese immigrant families participated in this study. Data analysis reveals that Chinese parents got involved in their children’s school education regardless of personal experiences. They expressed beliefs that parental involvement is beneficial to both the school and children. However, generally speaking, participants did not go to their children’s school without teachers’ invitation. Language barrier, lack of time and energy, and unfamiliarity with the Canadian school culture were stated as the main reasons that contributed to participants’ limited involvement in school activities. Particularly, new immigrants often feel intimidated to talk to teachers since they do not know what they can say and what not given their unfamiliarity with the Canadian school culture. 

scholarly journals Co-Designing and Evaluating a Self-Care Curriculum of an App for Chinese Immigrant Caregivers

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 507-508
Author(s):  
Ying Wang ◽  
Mandong Liu ◽  
Iris Chi
Keyword(s):  
Mental Health ◽  
United States ◽  
Physical Health ◽  
Self Care ◽  
The United States ◽  
The Self ◽  
Community Resources ◽  
Chinese Immigrant ◽  
Knowledge And Skills ◽  
Support Resources

Abstract Chinese immigrant caregivers face unique self-care difficulties in the United States due to language barriers, cultural isolation, and occupational stress. This study aimed to conduct a formative evaluation on a caregiver self-care curriculum of an app designed for Chinese immigrants in the United States. Using a co-design approach in 2019, 22 Chinese immigrant caregivers in Los Angeles county were recruited through purposive sampling method. The directed content analysis was adopted to analyze the qualitative data using NVivo 12.1.0 software. We organized the findings under two main contents: self-care and caregiving. Three categories were identified under the self-care content: physical health, emotional and mental health, and support resources. Sixteen subcategories under physical health (e.g., dietary supplements), five subcategories under emotional and mental health (e.g., depression) and eight subcategories under support resources (e.g., support and networking group, senior center) are suggested. Two categories were identified under the caregiving content: caregiving knowledge and skills, and community resources. Fourteen subcategories under caregiving knowledge and skills (e.g., care assessment) and six subcategories under community resources (e.g., medical emergency call) were mentioned. With this useful information, we could further refine the self-care curriculum to be more linguistically, culturally and occupationally sensitive for Chinese immigrant caregivers. Empowerment approach for enhancing the ability to caregiving and self-care should be emphasized in content design for immigrant caregivers. The co-design approach is crucial for planning of the program and intervention curriculum to improve understanding of the users’ needs and better cater them.

The Post-Deportation Human Rights Project: Participatory Action Research with Maya Transnational Families

2012 ◽  
Vol 34 (1) ◽  
pp. 22-26 ◽  
Author(s):  
M. Lykes ◽  
Erin McDonald ◽  
Cesar Boc
Keyword(s):  
United States ◽  
Human Rights ◽  
New England ◽  
Well Being ◽  
The United States ◽  
Immigrant Parents ◽  
Transnational Families ◽  
Southern New England ◽  
Immigrant Organizations ◽  
The Right

As the number of immigrants in the United States has increased dramatically in recent decades, so has the number of human rights violations against immigrants in the form of arrests without warrants, detention and deportation of parents without consideration of the well-being of their children, and incarceration without bail or the right to a public attorney. The Post-Deportation Human Rights Project (PDHRP) at Boston College was developed to investigate and respond to the legal and psychological effects of deportation policies on migrants living in or deported from the United States. This unique multidisciplinary project involves lawyers, social science faculty, and graduate students—all of whom are bilingual, one of whom is trilingual, and many of whom are bicultural—working together in partnership with local immigrant organizations to address the psychosocial impact of deportation on Latino and Maya families and communities. Our work includes psycho-educational and rights education workshops with immigrant parents and their children in southern New England as well as a cross-national project based in the U.S. and Guatemala supporting transnational families through participatory research, educational workshops, and legal resources.

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