Parental Involvement and Christian Education: A Case Study of Korean Immigrant Family

Abstract

This study examines the characteristics of parental involvement in their children’s education and explores the factors which contribute to a pattern of parental involvement among Korean families. This study investigates the variables as analytical tools that describe the nature of parental educational aspiration, difficulties and barriers to participate in their child’s education, and social capital as parental network. This study used qualitative interviews and its coding process as following a model of “naturalistic paradigm.” For the sample, this study selected Korean immigrant parents and teachers in a medium-sized city in the southeastern United States. Results show that the biggest barrier for Korean immigrant parents to participate in their child’s education was cultural deficit or cultural difference as they confront their child’s teacher. It is cultural difference that the relationship between teacher and parents is vertical or hierarchical in Korea, whereas in the U.S. the relationship between teacher and parent is more like horizontal or equal. Korean immigrant parents have also difficulties to participation in their child’s schooling because of their language skills, lack of school information, and no time. They communicate with teachers by written document such as a notice they prepared at home, email by internet, or letter. Most of Korean immigrant parents in this study tried to visit and talk with their teachers individually. For the new families to the U.S., social network was considered to be essential and helpful. Korean immigrant parents in this study had their homogeneous ethnic group network. However, the relationships were not maintained continuously because of the lack of correct school information and competitive consciousness among Korean parents.