What makes a high-quality preschool? Similarities and differences between Chinese immigrant and European American parents’ views

Abstract

Abstract Even though scholars have attempted to identify features determining high-quality preschools, little is known about parents’ views about high-quality preschools. Particularly important is the understanding of immigrant parents’ views about high-quality preschools in relation to their cultural and socioeconomic (SES) backgrounds. The present study examined 225 parents’ beliefs about features in a high-quality preschool among Chinese immigrant parents, both low-SES and middle class, and middle-class European American parents with 4-year-olds. Content analysis of open-ended interviews with parents yielded 20 codes representing components in a high-quality preschool. All interviews were coded and quantitatively analyzed. Regardless of culture or SES, parents indexed the quality of teachers, curricula, and environment as critical components to be a high-quality preschool. However, Chinese immigrant parents’ descriptions were focused on the quality of teachers compared to European American parents who stressed individual attention and response to the needs of parents and children. We found a larger difference between low-SES Chinese immigrant parents and European American parents. Our findings suggest that parents place varying priorities and values on features in a high-quality preschool depending on their cultural and SES backgrounds.