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Chinese immigrant parents' educational expectations and school participation experience

Recent years have witnessed the large number of Chinese immigrants in Canada. With the coming of those immigrants is the large number of school age children. Hence, immigrant families' educational expectations and parental participation in their children's schools become major educational concerns. This study focuses on recent Chinese immigrants' expectations of and concerns about their children's schooling. / Drawing from Bourdieu's cultural capital theory and Ogbu's social mobility theory, in this study, I used a qualitative interview methodology to explore the educational expectations and school involvement of five Chinese parents who had recently immigrated to Canada. The educational expectations for their children and school participation of these Chinese immigrants are deeply rooted in Chinese tradition and heritage and are also greatly shaped by their personal experiences in Canada. Their cultural values and beliefs and immigration experiences as visible minorities have had a great impact on their educational expectations. Language barriers and different cultural values between dominant mainstream and Chinese traditions are the two main factors that hinder immigrant parents' participation in school activities and hence in their children's schooling.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.98554
Date January 2005
CreatorsMa, Li, 1972-
PublisherMcGill University
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
Formatapplication/pdf
CoverageMaster of Arts (Department of Culture and Values in Education.)
Rights© Li Ma, 2005
Relationalephsysno: 002340387, proquestno: AAIMR24892, Theses scanned by UMI/ProQuest.

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