In the newly released book Conceptual and Methodological Approaches to Navigating Immigrant Ecologies, Professor Jin Li and Visiting Assistant Professor Yoko Yamamoto co-wrote Chapter 11 "Demand and Direct Involvement: Chinese American and European American Preschoolers' Perceptions of Parental Involvement in Children's Schooling." Their mixed-method research findings demonstrate that young children are keenly aware of family engagement in their schooling and learning. Children, especially Chinese immigrant children, reported various forms of support provided by family members in attending and learning at school from the preschool age. They delineated these findings in relation to immigrant contexts as well as cultural belief systems and family processes.
Department of Education
Date
January 11, 2021
Chinese American and European American Preschoolers' Perceptions of Parental Involvement in Children's Schooling
In a recently released book, Professors Yoko Yamamoto and Jin Li co-wrote a chapter on their research findings that suggest young children are aware of family engagement in their schooling and learning.