111: Lived Experiences of Diverse Families
Conference Attendance Hours: 1
NBCC CE Hours: 1
111-01: Prioritizing Indigenous Wisdom When Evaluating Health Interventions in Tribal Communities
Objectives
- To examine the effectiveness of using community-based participatory research methods in research with Indigenous communities
- To explore how to conduct research in respectful manners which honor Indigenous perspectives
- To center Indigenous family life through the use of community-based participatory research approaches
Subject Codes: communities, wellness, resilience
Population Codes: American Indian/Alaskan Native/First Nations, indigenous, physical illness (e.g. cancer or infertility)
Method and Approach Codes: community participation/ action research, research (general), applied research
111-02: I am Home Now; The Circle is Complete: Reunification of American Indian Fostered and Adopted Family Members
Objectives
- To examine the effectiveness of using community-based participatory research methods in research with Indigenous communities
- To explore how to conduct research in respectful manners which honor Indigenous perspectives
- To center Indigenous family life through the use of community-based participatory research approaches
111-03: The Family Education Diabetes Series (FEDS): A CBPR Partnership toward Eliminating Health Disparities in Indigenous Communities
Objectives
- To examine the effectiveness of using community-based participatory research methods in research with Indigenous communities
- To explore how to conduct research in respectful manners which honor Indigenous perspectives
- To center Indigenous family life through the use of community-based participatory research approaches
111-04: Chinese American Parents’ Early Literacy Expectations and Involvement and Parental Impacts on Children’s Early Literacy Skills
Summary
This study adopted a systematic review of past research to address variations within Chinese American parents’ early literacy involvement and parental influences on children’s literacy skills. Based on 18 articles reviewed, we identified three pathways for early English literacy practices among first-generation Chinese American parents, which extend the segmented assimilation theory since it addresses adaptive pathways for second-generation immigrants. The first pathway is integration into White middle class: middle- or upper-SES Chinese parents implemented the middle-SES White majority’s English literacy practices. The second pathway is economic downward mobility: low-SES Chinese parents fail to effectively foster children’s early English literacy skills due to limited literacy-related resources and knowledge. The third pathway is economic upward mobility with preservation of the heritage culture: middle-SES Chinese parents can successfully foster children’s early English literacy through only adopting traditional Chinese educational practices/values or integrating traditional approaches with American mainstream practices.
Objectives
- To address variations within Chinese American parents’ early literacy expectations and involvement
- To address Chinese American parents' influences on children’s early literacy skills
- To provide implications for promoting Chinese American children's early literacy skills
Subject Codes: parenting, immigration, education
Population Codes: early childhood, Asian/Pacific Islander, Bilingual
Method and Approach Codes: systematic literature review, theory [identify specific theory below]
111-05: Parental Involvement With Children's Schooling: Exploring the Experiences of Hmong Parents in Charter Schools
Summary
Today, approximately 85.7 million immigrants and their children who are US-born living in the U.S. Few studies examined immigrant parental involvement at home with children who attend charter schools. This study's purpose was to examine how Hmong parents of students in charter schools were involved in their children’s education at home and barriers they faced. This study included 24 Hmong parents of elementary school aged children enrolled in three Hmong-focused charter schools in Minnesota. Results showed several themes related to barriers for at-home school involvement, including work schedules, literacy barriers, and lack of spousal support. Despite these barriers, immigrant parents indicated they sacrifice for their children’s education by taking on multiple jobs, create and maintain family routines to monitor children’s education, and connect children to appropriate resources for homework help. Implications for school administrators/teachers working with immigrant parents with children enrolled in charter schools are discussed.
Objectives
- To understand barriers to parental involvement with children in charter schools.
- To understand specific parental behaviors at home that promote children's education in charter schools.
- To recommend strategies for charter schools to get parents involved in children's education at home.
Subject Codes: education, parenting, immigration
Population Codes: middle childhood, English language learners, Asian/Pacific Islander
Method and Approach Codes: content analysis, narrative, qualitative methodology
