Social and Cultural Capitals of Parents from Indian Immigrant Background: A Case for Developing Children’s STEM Learning

Abstract

This chapter explores Indian immigrant parents’ cultural beliefs, educational practices, and aspirations for their children’s STEM education in Australia. Culturally and linguistically diverse (CALD) children’s educational achievements regardless of bias, ethnicity, and socioeconomic status (SES) are a current international debate resulting in calls for social change (United Nations Sustainable Development Goals Together 2030 agenda in Realizing the SDGs for all: ensuring inclusiveness and equality for every person, everywhere, 2019). There is little empirical research exploring CALD parents’ sociocultural beliefs, practices, and aspirations for their child’s STEM education; hence, this chapter contributes new knowledge in this area. The study adopts (Shonkoff in Proc Natl Acad Sci 109:17,302–17,307, 2012) systemic theory of change approach, postulating that early experiences are carried over to adulthood, highlighting the supporting of those who are the most disadvantaged. Six semi-structured interviews were conducted with six Indian families (both parents; n = 12). Findings report on the drivers that shape the families social and cultural capitals, and the expectations and aspirations they have for their children’s STEM learning. Parents’ sociocultural and educational experiences can provide deeper insights for policy makers and school stakeholders to build an all-inclusive STEM learning and engagement approach for nurturing children’s STEM capital.