The Role of Parents in Chinese Heritage-Language Schools

Abstract

This paper looks at the Chinese heritage language schools in metropolitan Phoenix area and examines what role parents of the students play in the schools. Based on semi-structured interviews, class observations and publication from the local Chinese schools, this study shows that although Chinese schools have benefited from the support of parents in many ways, the excessive dependence on them has contributed to some problems in Chinese schools, including low quality of teaching and inadequately prepared teachers. Recommendations are made to improve the situation by exploring the potential resources unavailable among parents. More connections need to be built with Chinese international students, scholars and faculty in education or Chinese program at local universities.

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