Abstract
The purpose of this study is to investigate Korean immigrant mothers’ perspectives on their involvement in American schools. In-depth interviews were conducted with six mothers. The findings indicated that the Korean mothers confronted difficulties while contacting teachers and participating in school activities. These difficulties included linguistic and cultural barriers, feelings of discrimination, and limited school support. Suggestions for both teachers and parents are discussed. In order to build effective and trusting partnerships, teachers need to be sensitive to Korean parents’ needs and perspectives while Korean mothers need to participate in American schools more actively by voicing their concerns and helping teachers understand their unique cultural values.
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Sohn, S., Wang, X. Immigrant Parents’ Involvement in American Schools: Perspectives from Korean Mothers. Early Childhood Educ J 34, 125–132 (2006). https://doi.org/10.1007/s10643-006-0070-6
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DOI: https://doi.org/10.1007/s10643-006-0070-6