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American Teachers' Perspectives on C...

An, Jing.

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American Teachers' Perspectives on Chinese American Students' Culture.

Record Type:	Electronic resources : Monograph/item
Title/Author:	American Teachers' Perspectives on Chinese American Students' Culture./
Author:	An, Jing.
Description:	211 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
Subject:	Asian American studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3672153
ISBN:	9781321494716

American Teachers' Perspectives on Chinese American Students' Culture.
An, Jing.

American Teachers' Perspectives on Chinese American Students' Culture. - 211 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ph.D.)--Ohio University, 2014.

This item must not be sold to any third party vendors.

The purpose of this qualitative case study is to explore American teachers' perspectives on their Chinese American students' culture, which includes the use of language, communication style, family values with regard to education, and development and identity. Different from previous studies on Chinese Americans, which were conducted in coastal urban areas, this study took place in a Midwestern rural town. 17 American teachers (K-12), eight Chinese immigrant parents, and five Chinese American students participated in semi-structured interviews. Data consisted of interviews with teachers, parents, and students, and pertinent state and operational social studies curricula. Data analysis followed the naturalistic inquiry approach, and themes emerged from the data.

ISBN: 9781321494716Subjects--Topical Terms:

2122841
Asian American studies.

American Teachers' Perspectives on Chinese American Students' Culture.
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020 $a 9781321494716
035 $a (MiAaPQ)AAI3672153
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100 1 $a An, Jing. $3 3178254
245 1 0 $a American Teachers' Perspectives on Chinese American Students' Culture.
300 $a 211 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: Frans H. Doppen.
502 $a Thesis (Ph.D.)--Ohio University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this qualitative case study is to explore American teachers' perspectives on their Chinese American students' culture, which includes the use of language, communication style, family values with regard to education, and development and identity. Different from previous studies on Chinese Americans, which were conducted in coastal urban areas, this study took place in a Midwestern rural town. 17 American teachers (K-12), eight Chinese immigrant parents, and five Chinese American students participated in semi-structured interviews. Data consisted of interviews with teachers, parents, and students, and pertinent state and operational social studies curricula. Data analysis followed the naturalistic inquiry approach, and themes emerged from the data.
520 $a Major findings of the study include: (1) While the majority of the student participants' native language was Chinese and they began learning English upon entering school, none of the teacher participants was able to provide language assistance; (2) Teacher participants positively commented on Chinese immigrant parents' involvement in their children's education, but did not realize parents' communicative challenges caused by linguistic barriers and a lack of understanding of American culture and American education; (3) Teacher participants were not aware of the cultural influence behind Chinese immigrant parents' high expectations for their children's education and some teacher participants thought high socioeconomic status Chinese American families attached more importance to education than low status families; and (4) The majority of teacher participants believed their Chinese American students fit well in the school culture but half of the parent participants reported racial discrimination against their children, and fewer than half of the social studies teachers in this study included cultural diversity in their curriculum as required by the official state curriculum standards.
520 $a Based on the findings, this study has implications for practice and policy. Implications for practice focus on improving the communication between American teachers and Chinese immigrant parents and on helping in-service teachers better understand their ethnically diverse students. Implications for policy emphasize the development of preservice teachers' skills in Teaching English to Speakers of Other Languages [TESOL] and their appreciation for Asian cultures.
590 $a School code: 0167.
650 4 $a Asian American studies. $3 2122841
650 4 $a Teacher education. $3 3172312
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710 2 $a Ohio University. $b Curriculum and Instruction Social Studies Education (Education). $3 3178255
773 0 $t Dissertation Abstracts International $g 76-05A(E).
790 $a 0167
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3672153