東南亞裔新移民母親參與子女學習之狀況與阻礙   免費試閱

Southeast Asian Immigrant Mothers' Involvement in their Children's Learning

本研究旨在暸解東南亞裔新移民女性（以下稱新移民母親）參與其子女學習的狀況與阻礙，隨機叢集取樣自五個縣市，並以具有類似父親教育背景之本地家庭為對照組，進行問卷調查。有效樣本395名新移民母親與509名本地對照母親，資料採因素分析、卡方考驗與變異數分析。結果發現：一、新移民母親知覺到教師訊息傳遞之頻率，於子女就讀中、高年級時，較本地對照母親少；但在國中時沒有族裔差別。新移民母親認為親師間以口語溝通方式較有效，但老師卻常用聯絡簿。二、兩族裔母親學校活動頻率均偏低，主要困境為過於忙碌。三、兩族裔母親皆注重家庭規矩；關於家庭環境豐富性與課業督促，新移民母親參與較少，而兩族裔母親皆有看不懂作業或是不瞭解作業內容的困境。文末研究者進一步討論相關議題並提供建議。

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.