Abstract
A qualitative case study methodology was used to research and understand how five Chinese immigrant families support their children’s academic achievement through parental involvement at home and school. The study is derived from two research questions: (1) what are the parents’ educational beliefs in supporting their children’s school learning? and (2) what parental involvement steps do parents adopt to aid their children in achieving academic success? As the data indicated, these Chinese immigrant parents had high academic expectations for their children’s educational outcomes; they especially believe their children must master the English language (verbal and literacy) and have a sound mathematical knowledge base. Second, the study shows that these parents are highly engaged in home-based parent involvement (e.g., study areas, books and learning materials, teaching and assisting with math and language, especially, and all subject learning generally). It is also shows that these parents responded to “invitations” from the school for involvement. The findings of this study calls attention to the challenges and strategies of the Chinese immigrant families for school involvement and the need for a home‒school connection and parent‒teacher cooperation for the Chinese immigrant family
Highlights
This qualitative case study shows how five Chinese immigrant families supported their children’s academic achievement through parental involvement at home and at school
The purposes of this research were (a) to understand how the five families supported their children’s academic achievement through parental involvement in the home and school, (b) to help other immigrant families support their children’s academic achievement, and (c) to provide suggestions for teachers who work with immigrant parents to benefit children
A brief review of the literature shows that parental involvement in the education of children positively affects their educational outcomes
Summary
This qualitative case study shows how five Chinese immigrant families supported their children’s academic achievement through parental involvement at home and at school. Participants believed they played an essential role in their children’s education and that the parent–child relationship is paramount for learning outside school, sometimes to the exclusion of peer interaction. Her research in home– school studies, conducted in China, Hong Kong, South Korea, Singapore, and Taiwan, revealed that instead of participating and intervening in the classroom, Asian parents preferred to work with their children at home, investing additional resources and time to assure their children’s academic achievement
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
