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Schools should provide instruction that is meaningful and affirming to cultural identities of students.

Different homes engage in literacy on a regular basis, through diverse languages and literacy traditions.

Such experiences are often devalued in schools, as they are viewed as having little to contribute to curriculum content.

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1. Chinese immigrants are one of the largest growing immigrant groups in the US

2. Middle-class Chinese immigrants nowadays, often come equipped with financial capital, training and education

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Minority Status of Asian Pacific children

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Minority Status of Asian Pacific children

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Although Asian Pacific children  have a large population in North American schools, they do not receive an adequate amount of educational research due to their minority status

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Beliefs and practices of Chinese parents regarding education

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Beliefs and practices of Chinese parents regarding education

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* Exceptionally high value placed on education and active engagement with children's education at home

* engage in varying literacy activities every day:
- nurturing literacy environment
- provide structured and formal education experiences after school and on weekends
-  Place greater values on education and are willing to invest more in their children’s education, & use direct intervention approach to their children’s schooling and learning
-  convey a much stronger

belief that they can play a signifcant role in their children’s school success

-  Active part in remedying the shortcomings of the school at home if they lack confidence in the school

* Chinese parents are reported to favor traditional, skill-based approaches over holistic principles of literacy learning

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A survey was sent out to 60 families in western New York, and overall 34 were received.

8 were rejected for not having been completed by Chinese parents.

These were used to identify and determine the values, beliefs and practices taken by Chinese parents regarding literacy and numeracy.

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The background of the parents is highly relevant to the success of their children.

88% of parents reported having higher education (masters or Ph.D).

More than 70% were in white-collar professional jobs.

These parents had an in-depth understanding of how best to flourish in the education system, despite the language and cultural differences.

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It has been revealed that parents perceptions of the reading process were consistent with a phonics-based bottom-up approach to reading instruction.

About 81% of the parents believed that a child should learn the sounds of the letters of the alphabet before starting reading

About 62% of parents believed that children should be taught to sound out individual letters to learn a new word

62% believed that students needed to be immediately corrected when errors were made

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Parent's perceptions of writing and child involvement in writing

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Parent's perceptions of writing and child involvement in writing

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Three-quarters of Chinese children were found to be involved in various English writing activities at home:
- writing stories
- reflections on reading/movies
- letters, cards or notes
- poems
- diaries

About 40% also engaged in Chinese writing regularly.

The perspectives aligned with the bottom-up approach which emphasises well-formed, grammatically correct sentences.

Copying from books was identified as a good strategy, but was not often implemented.

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Parental perception on Maths instruction and development

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Parental perception on Maths instruction and development

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Half of surveyed Chinese parents were unsatisfied with US math instruction and delivery viewed it as too easy and insufficient

This statistic was not as high as previously thought. This was thought to be because of:
- influenced by education reforms
- modified beliefs and values since living in the US
- American schools increased homework due to standardised testing

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To bridge the gap between school- home communication for Chinese immigrant families:

Enhance Chinese parents' knowledge on how US schools function

Change parent-teacher conference format e.g. small group activities for parents and teachers to exchange ideas and beliefs in an informal manner

Mini-workshops , show & tell, demo sessions of how literacy is taught

Employ bilingual Chinese/English person to be parent-school liaison

Engage parents in the decision-making process to give them a sense of belonging and empowerment in the community

Parents' bilingual and bicultural resources to translate school letters, report cards and newsletter to reach out to Chinese parents' community

There is a need for schools to employ new methods to enhance parental involvement