Exploring Asian American Parents’ Perceptions of Their Children’s Experiences in Predominantly White Communities

• In Event: Exploring the Multidimensional Experiences of Asian American Children and Families in Educational Contexts

Abstract

The discourse on spatial justice has recently expanded to encompass various social dimensions, including the lived experiences of Asian American families in predominantly white communities (PWS). This symposium proposal seeks to examine these experiences, exploring the nuanced perceptions of Asian American parents regarding their children’s language and literacy development in such environments. Grounded in qualitative research conducted in a Midwestern PWS, this study employs an intersectionality framework to uncover the multifaceted challenges and strategies that define these families’ daily lives.
Asian American children in PWS often face unique challenges related to cultural isolation, limited representation, and socioeconomic disparities. These experiences are shaped by the complex interplay of various social categories such as race, gender, and socioeconomic status (Bowleg, 2012). Intersectionality, as a theoretical lens, allows for a deeper understanding of these interconnected factors, highlighting how they collectively influence the lived experiences of these children and their families (Crenshaw, 1991).
In this study, Asian American parents shared their insights into their children’s language and literacy development, revealing a profound concern for maintaining heritage languages amidst an English-dominant environment. The literature underscores the importance of heritage language learning in fostering a strong sense of cultural identity and connection to family roots (Author A). However, the reality for many of these families is a constant struggle to balance the demands of English proficiency with the preservation of their native languages.
The study also highlights the concept of “Super Double Minority,” where Asian American families experience compounded minority statuses due to both racial and cultural differences. This notion was vividly described by participants, who recounted their sensitivity to strangers’ judgments about their parenting, fearing negative assumptions about their competence as a parent.
Furthermore, the study explores the varied approaches to multicultural education within PWS. While some teachers made efforts to incorporate simple cultural elements into the classroom, these attempts often fell short of meaningful engagement with the cultural and linguistic diversity of their students. The superficial or “tourist” approach to multicultural education, characterized by tokenistic celebrations of holidays without deeper cultural understanding, fails to address the systemic inequities faced by these families (Banks, 1989).
Despite these challenges, the study’s findings underscore the resilience and resourcefulness of Asian American parents in PWS. Many parents expressed a strong desire for their children to be bilingual, recognizing language as a key to cultural understanding and identity. However, they also highlighted significant barriers, including time constraints and a lack of resources to support heritage language learning at home.
In conclusion, this study sheds light on the intricate dynamics shaping the experiences of Asian American families in predominantly white communities. By applying an intersectional perspective, it reveals the multifaceted challenges of cultural isolation, limited representation, and socioeconomic disparities. These findings underscore the urgent need for more equitable educational environments that respect and nurture the diverse cultural and linguistic identities of Asian American children. This symposium aims to foster a deeper understanding of these issues and promote a more inclusive discourse on early childhood education, spatial justice, and cultural diversity.

Authors

• Sohyun Meacham, University of Northern Iowa

• Wu-Ying Hsieh, University of Northern Iowa