Crosnoe Robert, Ansari Arya
Department of Sociology, University of Texas at Austin, Austin, TX, USA.
Population Research Center, University of Texas at Austin, Austin, TX, USA.
Int J Psychol. 2015 Dec;50(6):431-9. doi: 10.1002/ijop.12173. Epub 2015 May 26.
For many immigrants, their children's schools offer their first sustained interaction with the major societal institutions of their new countries, and so exploring the ways in which immigrant parents manage their children's educational experiences offers insight into how they adapt to new cultural norms, customs and expectations and how they are treated in return. This study delved into the involvement of Latin American immigrant parents in U.S. education, shifting the traditional focus down from elementary and secondary school to early childhood education. Statistical analysis of nationally representative data revealed that Latina immigrants had lower frequencies of most home- and community-based involvement behaviours than U.S.-born and foreign-born parents of varying racial/ethnic backgrounds but higher frequencies of involvement behaviours requiring participation in early childhood education programmes. As a window into these national patterns, qualitative data from an early childhood programme in an immigration-heavy state revealed that Latina immigrant mothers and their children's teachers often talked about each other as partners in supporting children's educational experiences but that their actual interactions tended to socialise mothers into being more passive recipients of teachers' directives.
对于许多移民来说，子女的学校是他们与新国家主要社会机构的首次持续互动场所，因此，探究移民父母管理子女教育经历的方式，有助于深入了解他们如何适应新的文化规范、习俗和期望，以及他们如何得到相应的对待。本研究深入探讨了拉丁裔移民父母在美国教育中的参与情况，将传统关注点从中小学教育下移至幼儿教育。对具有全国代表性数据的统计分析表明，与不同种族/族裔背景的美国本土出生和外国出生的父母相比，拉丁裔移民参与大多数家庭和社区活动的频率较低，但参与需要参加幼儿教育项目的活动频率较高。作为了解这些全国性模式的一个窗口，来自一个移民密集州的幼儿项目的定性数据显示，拉丁裔移民母亲和孩子的教师经常将彼此视为支持孩子教育经历的伙伴，但他们的实际互动往往使母亲们成为教师指令的更被动接受者。
