Chinese Immigrant Parents’ Engagement with Social-emotional Learning (SEL) in U.S. Early Childhood Education

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Perspectives on Parental Engagement in Elementary and Secondary Education (Table 3)

Abstract

This study examines the engagement of middle- to low-SES Chinese immigrant parents with Social-Emotional Learning (SEL) programs in U.S. early childhood education, focusing on cultural influences, parental involvement, and educator challenges. SEL emphasizes emotional expression and autonomy, often conflicting with traditional Chinese parenting values of discipline, respect for authority, and academic achievement. Using qualitative methods, the research will include in-school observations and interviews with educators in a Philadelphia preschool serving a diverse, low-income community with significant Chinese-American enrollment. Focus groups with parents will explore their perceptions of SEL, participation barriers, and cultural influences. By addressing these gaps, the study aims to develop culturally responsive strategies, strengthen home-school collaboration, and support the social-emotional development of Chinese-American children.

Author

• Xiang Li, University of Pennsylvania