What Do Parents Think? Middle-Class Chinese Immigrant Parents' Perspectives on Literacy Learning, Homework, and School-Home Communication.

Abstract

This article reports on a sample of 26 middle-class Chinese immigrant par-ents ’ perspectives on their children’s reading, writing, mathematics learning, and homework, and on the parents ’ involvement in and communication with mainstream American schools. Findings suggested both consistencies and dis-crepancies between their beliefs and practices. Areas of discrepancies include their reported involvement in their children’s reading and their attitudes to-ward homework. However, the parents were more consistent in their beliefs and practices in writing and mathematics involvement. These consistencies and discrepancies may be influenced by the parents ’ familiarity with school in-structions in the particular skill areas. These findings argue for more effort to enhance Chinese parents ’ knowledge base on how American school functions and to build stronger school-home communication and collaboration.

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