Toward Inclusive Communication Practices With Chinese Immigrant Parents in U.S. K–12 Schooling Communities

• In Event: 31.077 - Addressing the Needs of Diverse Asian American and Pacific Islander Students and Parents

Abstract

As the Chinese population continues to grow in the U.S., so does the Chinese K-12 student population. Schools are among the many institutions where immigrants and the children of immigrants face linguistic barriers. This qualitative interview study uses social theories of capital (Bourdieu, 1984) and theories of community wealth (Yosso, 2005) to examine Chinese immigrant parents’ experiences with communication in a growing Chinese immigrant schooling community. Drawing from twenty-three in-depth interviews, this study reveals barriers to communication that included school policies and practices that unintentionally compromised communication with Chinese immigrant parents. Study also provides insights to communication techniques favored by Chinese parents and community networks utilized by Chinese parents to participate in their children’s schooling.

Authors

• Soria Elizabeth Colomer, Oregon State University

• Kongji Qin, New York University

• Linyu Yu, University of South Florida

• Colin Cole, Oregon State University