Experiences of Family Collaboration in Early Intervention Among Korean and Chinese American Caregivers

• In Event: Poster Session 1: Parents and Families in Early Childhood

Abstract

Chinese and Korean-American families face inequity in access to educational and related contexts due to cultural and linguistic differences (Yan et al., 2017). Understanding the experiences and characteristics of these families could allow for the identification of culturally responsive, family-centered strategies for collaboration. The current study is a multiple-case design (Stake, 2006) on two Korean families and one Chinese family who participated in early intervention. Initial and follow-up interviews were conducted and translated by bilingual researchers. Within- and cross-case analyses were performed. Ecological systems theory (Bronfenbrenner, 1979; 1992) was adapted to identify three themes related to the characteristics and experiences of (a) the family (i.e., microsystem), (b) practitioners (i.e., exosystem), and (c) culture and language (i.e., macrosystem).

Authors

• Veronica Youn Kang, University of Illinois at Chicago

• Sunyoung Kim, University of Illinois at Chicago

• Jing Wang, University of Illinois at Chicago