Concerns and Expectations: Burmese Refugee Parents' Perspectives on Their Children's Learning in American Schools

Autor/in	Cun, Aijuan
Titel	Concerns and Expectations: Burmese Refugee Parents' Perspectives on Their Children's Learning in American Schools
Quelle	In: Early Childhood Education Journal, 48 (2020) 3, S.263-272 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cun, Aijuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-00983-z
Schlagwörter	Foreign Countries; Refugees; Parent Attitudes; Parent Participation; Barriers; Parent School Relationship; After School Programs; School Activities; Translation; Parent Teacher Cooperation; Burma + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Elternverhalten; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	The purpose of this study is to explore Burmese refugee parents' perspectives on the challenges they have experienced and the support that they expect to receive from their children's schools and teachers. The data sources include interviews and informal conversations during home visits. The findings of this study show that two major challenges experienced by the participants were language barriers and challenges of parent involvement in children's learning. The findings also indicate two kinds of support that the parents expected to receive from schools: after-school programs and school activities. Based on the findings, teachers and schools should provide after-school support, such as translation services for parents to help them communicate with teachers and understand letters from school. In addition, teachers and schools need to provide more opportunities for refugee parents to participate in school activities so they can be involved in their children's education and build effective relationships with teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01