Southeast Asian Immigrant Mothers' Involvement in their Children's Learning
This study explored the obstacles to southeast Asian immigrant mothers' involvement in their children's learning. Samples were collected from 5 areas. Local families served as a contrast group.There were 395 immigrant mothers and 509 local mothers. The data were analyzed by factor analysis, Chi-square, and ANOVA. The results were as follows: (1) The immigrant mothers had less communication with teachers than did the local mothers when children in the 3rd/4th grades and 5th/6th grades, but no difference in junior high. Oral communication was considered more productive by the immigrant mothers while the teachers' preferred written communication. (2) Both groups had low participation in schoolbased activities. (3) Firm family rules were emphasized. Finally, the study provided suggestions regarding possible policy and further research.
|關鍵詞||東南亞裔新移民母親、家長參與子女學習、親師溝通、Southeast Asian female immigrants、parental involvement in children's learning、parent-teacher communication|