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Cultural schemas about elementary school education
Translating “School”:
Jennifer Goldston, Ed.D.UC, San DiegoDel Mar Union School DistrictDecember 5, 2013
“Children from immigrant families always have presented one of the most significant challenges to the U.S. educational system.”
(Fuligni & Fuligni, 2007, p. 231)
“The parents who come here, their belief systems about school match ours.”
-Cathryn, School Principal
“The parents who come here, their belief systems about school match ours.”
-Cathryn, School Principal
“It's very hard… We need help.”-Hazel, Parent of a Second Grader
Research Questions
What are elementary school teachers’ and highly educated, professional immigrant parents’ schemas about the education of students in a high-income, high-achieving public school district?
What ecocultural factors shape elementary school teachers’ and highly educated, professional immigrant parents’ schemas about the education of students in a high-income, high-achieving public school district?
Existing Literature
Immigrant families have high aspirations and expectations
(Fuligni, 1997; Goldenberg, Gallimore, Reese, & Garnier, 2001) Parents from outside the U.S. often do
not become involved in their children’s education in ways typically expected or valued by American teachers
(Kao & Rutherford, 2007; Lee & Bowen, 2006)
Existing Literature
Parents with high levels of education and social status tend to overtly demand what they perceive as the most advantageous placements for their children
(Brantlinger, 2003; Lewis & Foreman, 2002; Yonezawa, 1997) Very little information about what
happens when these two “types” of parents are combined
(Louie, 2001; 2008)
Setting
White
Asian, Pacific
Islander, and
Filipino
Hispanicor Latino
AfricanAmerican
Two orMore Races
NotReported
Birdsong 92% 6% 1% 0% 1% 0%
California 67% 7% 17% 4% 1% 3%
Primary language is not English
Student eligibility for free or
reduced-price meals
Parents at least college graduates
Birdsong 28% 3% 94%
California 37% 55% 33%
Setting
White
Asian, Pacific
Islander, and
Filipino
Hispanicor Latino
AfricanAmerican
Two orMore Races
NotReported
Birdsong 92% 6% 1% 0% 1% 0%
California 67% 7% 17% 4% 1% 3%
Primary language is not English
Student eligibility for free or
reduced-price meals
Parents at least college graduates
Birdsong 28% 3% 94%
California 37% 55% 33%
Theoretical Framework
Activity Theory (Engeström, 1999)
Theoretical Framework
Theoretical Framework
Activity Theory (Engeström, 1999)
Ecocultural Theory (Weisner, 1998; 2002)
Methods
Mixed-Methods StudyInqscribe, SPSS, and Dedoose
Parents:Snowball Sampling49 Parents: 24 Non-Immigrants, 25
ImmigrantsInterview: 10 Immigrant Parents
Educators:42 TeachersMainly White, Mid-CareerInterview: 9 Teachers and One
Principal
Content Classic Schema
• Receiving and Mastering Content
• Teacher as Expert
• Sequential Academic Skills
• Effort and Practice
• Discipline and Obedience
Knowledge Construction Schema
• Interpreting and Transcending Material
• Teacher as Facilitator
• Open-Ended Critical Thinking
• Innate Ability
• Collaboration and Inquiry
Findings
(Li, G., 2006; Li, J., 2012; Minor, Onwuegbuzie, Witcher, & James, 2002; Sargent, 2009; Stevenson, Lee, & Stigler, 1986; Zhang & Carrasquillo, 1995)
Content ClassicKnowledge
Construction
Mastery of skills Happy in school
College/career aspirationsParent expectations too high/Pressure to achieve
Academic expectations Happy with progress
Discipline Protect self-esteem
Effort/hard workExploration, questioning, inquiry
Respect for teacher Best of ability
Findings
2 3 4 5 6 7 8 9 10 110
1
2
3
4
5
6
7
8
9
10
11
3 4 5 6 7 8 9 10 110
1
2
3
4
5
6
7
8
9
10
11
Kno
wle
dge
Cons
truc
tion
Sch
ema
Code
s
Content Classic Schema Codes
Key:
Parent Interview Participants
Teacher Interview Participants
Findings
2 3 4 5 6 7 8 9 10 110
1
2
3
4
5
6
7
8
9
10
11
3 4 5 6 7 8 9 10 110
1
2
3
4
5
6
7
8
9
10
11
Kno
wle
dge
Cons
truc
tion
Sch
ema
Code
s
Content Classic Schema Codes
Key:
Parent Interview Participants
Teacher Interview ParticipantsA BC D
Findings
2 3 4 5 6 7 8 9 10 110
1
2
3
4
5
6
7
8
9
10
11
3 4 5 6 7 8 9 10 110
1
2
3
4
5
6
7
8
9
10
11
Kno
wle
dge
Cons
truc
tion
Sch
ema
Code
s
Content Classic Schema Codes
Key:
Parent Interview Participants
Teacher Interview ParticipantsA BC D
Findings
2 3 4 5 6 7 8 9 10 110
1
2
3
4
5
6
7
8
9
10
11
3 4 5 6 7 8 9 10 110
1
2
3
4
5
6
7
8
9
10
11
Kno
wle
dge
Cons
truc
tion
Sch
ema
Code
s
Content Classic Schema Codes
Key:
Parent Interview Participants
Teacher Interview ParticipantsA BC DIn addition to academics obviously, I also think that teachers should teach the character traits and…what it means to be a good person… I think it’s important … it’s not just us to teach them how to survive academically in the world. It’s how to just have survival skills in general to function in our society. Yes, to be a successful person all around. Well-rounded person.
– Meagan, Sixth Grade Teacher
Findings
3 4 5 6 7 8 9 10 110
1
2
3
4
5
6
7
8
9
10
11
Kno
wle
dge
Cons
truc
tion
Sch
ema
Code
s
Content Classic Schema Codes
A BC D
Wen(<1 Year)
Jiao(<1 Year)
Fei Yen (<1 Year)
James (>30 Years)Yun
(<1 Year)
Hazel(6-10 Years)
Findings
3 4 5 6 7 8 9 10 110
1
2
3
4
5
6
7
8
9
10
11
Kno
wle
dge
Cons
truc
tion
Sch
ema
Code
s
Content Classic Schema Codes
A BC D
Wen(<1 Year)
Jiao(<1 Year)
Fei Yen (<1 Year)
James (>30 Years)Yun
(<1 Year)
Hazel(6-10 Years)
Kids [in kindergarten] require some discipline so they can learn. Versus… let’s say in third grade and up – that’s when they can, once they learn the good habits of how to learn, then they can have their free thinking. But before that, I think maybe some discipline to properly absorb the material.
– James, parent of a Kindergartner
Findings
3 4 5 6 7 8 9 10 110
1
2
3
4
5
6
7
8
9
10
11
Kno
wle
dge
Cons
truc
tion
Sch
ema
Code
s
Content Classic Schema Codes
A BC D
Wen(<1 Year)
Jiao(<1 Year)
Fei Yen (<1 Year)
James (>30 Years)Yun
(<1 Year)
Hazel(6-10 Years)
In China, at elementary school, I think the most important thing for…the teacher is to set the rules and make sure they can follow all the rules and you have good habits, like writing, reading, finish your homework on time – all this kind of thing. And you have to sit very straight in the classroom and you have to raise your hand when you want to answer a question or say something.
-Yun, parent of a First Grader
Findings
Core Tensions
Parent participants appreciated: Contrasted with:
That their children were happy in school.
A very strict, disciplined classroom common in China or Korea.
Parent participants were concerned about:
Contrasted with:
Low academic expectations, particularly in math.
A higher level of rigor in Asian countries.
Teacher participants appreciated: Contrasted with:
That Asian immigrant parents were gracious and respectful.
American-educated parents who overtly challenged teachers’ decisions and practices.
Teacher participants were concerned about:
Contrasted with:
Asian immigrant parents pushing their children too hard or pressuring them to do well in school.
A belief that children should work to the best of their ability in order to maximize their potential.
Core Tensions
“The parents who come here, their
belief systems about school match
ours”
-Cathryn, School Principal
Implications for Similar Populations
EquityStudent Well-BeingCommon Core
Content Classic Schema
• Receiving and Mastering Content
• Teacher as Expert
• Sequential Academic Skills
• Effort and Practice
• Discipline and Obedience
Knowledge Construction Schema
• Interpreting and Transcending Material
• Teacher as Facilitator
• Open-Ended Critical Thinking
• Innate Ability
• Collaboration and Inquiry
(Li, G., 2006; Li, J., 2012; Minor, Onwuegbuzie, Witcher, & James, 2002; Sargent, 2009; Stevenson, Lee, & Stigler, 1986; Zhang & Carrasquillo, 1995)
Implications for Similar Populations
Implications for Broader Policy
Disentanglement of immigrant status and socioeconomic status
Misalignment of schemas at all levels of SESShift from deficit approach to asset approachSchemas differ based on:
SES Ecocultural Context Immigrant Status Education Level
Impetus is on schools
Practical Recommendations
Learning From and About FamiliesCulturally Relevant PedagogyEngagement of Families
Practical Recommendations
Learning From and About FamiliesCulturally Relevant PedagogyEngagement of Families
I hope there will be a community like us, parents from other countries, and they discuss how to raise your children in America, because we have a different background. And Americans have so many communities, like every kind - lose weight, or - so I hope that there will be a community like that so we can get help. Right now, we can only help ourselves, personally. And it's very hard… We need help.’
-Hazel, Parent of a Second Grader
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