Promoting Engagement of Korean Immigrant Families in Early Childhood Education

• In Event: International, Immigrant, and Linguistically Diverse Families Supporting Education

Abstract

With the growing number of racially diverse and immigrant populations in the U.S., knowing how immigrant families support their children for the transition to kindergarten may expand practitioners’ knowledge and evidence to provide culturally responsive education for young children and promote their success in kindergarten. Koreans are the seventh largest immigrant group in the U.S., yet, underrepresented in educational research. The current study explored Korean parents’ beliefs and practices of school readiness through in-depth interviews. Findings revealed that Korean parents conceptualized school readiness across three domains: promoting socio-emotional skills, self-regulation and academics. Korean parents engaged in practices that focus on academic (e.g., emergent literacy and writing), socio-emotional, self-regulation, and gross-motor skills. Implications for culturally responsive practice and research are provided.

Authors

• Veronica Youn Kang, University of Maryland - College Park

• Sarai Coba Rodriguez, University of Illinois at Chicago

• Sunyoung Kim, University of Illinois at Chicago