Parenting and Educating Young Asian American Children to Survive and Thrive: Through the Eyes of an Asian American Mother/Scholar

• In Event: 66.035 - Situating the Identities of Asian/American Girls and Women Across Multiple Contexts and Institutional Settings: New Paradigms for Explicating "Gendered" Experiences

Abstract

Introduction
As an Asian American mother/scholar and community activist, I have been confronted with the parental challenge of raising the next generation of Asian American children in midst of racialized conflicts in classroom practices, school policies, and around our country. This study illuminates the intersectionalties of being a critical multicultural scholar and a mother of color poses extreme difficulties in parenting when families of color are constantly up against systematic educational and societal problems (Boldt, 2001; Kaomea, 2005).

This study is guided by the following questions: (1) How can an Asian American mother/scholar help her children “connect from home to school” when educational institutions lack social justice awareness and multicultural education? (2) How can parents build relationships and collaborate with teachers in early childhood settings in order to create a learning environment that values the importance on the discussion of race, culture, and social justice? (3) How can an Asian American mother/scholar help her children to survive and thrive in schools?

Theoretical Framework
Critical multicultural education affirms diversity of humanity and examines the social injustices through knowledge in order to improve our democratic society. Critical multicultural education is viewed as education for transformation by focusing on the following elements: (1) self, (2) teaching, and (3) society (Souto-Manning, 2013). As an Asian American mother/scholar, I draw on critical multiculturalism as a theoretical framework to analyze my parenting experiences with my children in early childhood settings and the larger school community.



Methodology
In this paper, I use the methodology of critical self-reflection from the tenets of critical multiculturalism and counter-storytelling derived from Critical Race Theory (CRT) to examine my lived experiences as an Asian American mother/scholar and the racialized experiences of my young Asian American daughters. Data collection included the following key methods: (1) children’s antidotes, (2) reflective journal, (3) email correspondence, (4) observation, (5) meetings with teachers and administrators (6) documents and material artifacts (Marshall & Rossman, 1999).

Findings
Two findings emerged from this study: (1) Asian American mother/scholars need a safe and public space to share their personal and professional stories on the challenges and successes in raising their children of color and working towards social justice in education; (2) there is a significant need for Asian American mother/scholars to organize together with teachers, administrators, and policy makers to begin a conversation to take a proactive stance in providing critical multicultural education for all our children.

Significance
This exploratory body of research will begin to unearth the muted voices of Asian American mother/scholars that have a deep passion to create social change not only within academia and public spheres, but also within our own homes and communities. The significance of this research will contribute to the field in the following ways: (1) provide a public space for mother scholars of color to share their lived experiences of parenting and educating their children while working towards social justice; and (2) create a supportive community with other mother scholars of color in developing critical multicultural education in all early childhood classrooms.

Author

• Judy W. Yu, REACH