Korean Immigrant Parents’ Reasons for Providing Home Mathematics Support for Their Children During the COVID-19 Pandemic

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Language and Discourse in Mathematics Education (Table 6)

Abstract

In this narrative inquiry study, I examine Korean immigrant parents’ support for their children’s mathematics learning at home during the COVID-19 pandemic. Asian parents are often viewed as tiger parents who forcefully guide their children’s academic achievement. However, findings show that some Korean immigrant parents who directly support their children’s mathematics learning perceive themselves not as tiger parents, rather they confessed the reasons that their children belong to this country to overcome racial myths such as perpetual foreigners. Mathematics educators can understand a variety of Asian students from immigrant families and look at individual students' efforts in mathematics learning as well as Korean immigrant parents’ wish for their children to belong and to survive in the U.S.

Author

• Yewon Sung, California State University - San Bernardino