Translating “School”:

1. Translating “School”: Cultural schemas about elementary school education Jennifer Goldston, Ed.D. UC, San Diego Del Mar Union School District December 5, 2013

2. “Children from immigrant families always have presented one of the most significant challenges to the U.S. educational system.” (Fuligni & Fuligni, 2007, p. 231)

3. “The parents who come here, their belief systems about school match ours.” -Cathryn, School Principal

4. “It's very hard… We need help.” -Hazel, Parent of a Second Grader “The parents who come here, their belief systems about school match ours.” -Cathryn, School Principal

5. 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?

6. 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)

7. 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)

8. Setting

9. Setting

10. Theoretical Framework • Activity Theory (Engeström, 1999)

11. Theoretical Framework

12. Theoretical Framework • Activity Theory (Engeström, 1999) • Ecocultural Theory (Weisner, 1998; 2002)

13. Methods Mixed-Methods Study Inqscribe, SPSS, and Dedoose Parents: Snowball Sampling 49 Parents: 24 Non-Immigrants, 25 Immigrants Interview: 10 Immigrant Parents Educators: 42 Teachers Mainly White, Mid-Career Interview: 9 Teachers and One Principal

14. Findings (Li, G., 2006; Li, J., 2012; Minor, Onwuegbuzie, Witcher, & James, 2002; Sargent, 2009; Stevenson, Lee, & Stigler, 1986; Zhang & Carrasquillo, 1995)

15. Findings

16. Findings Key: Parent Interview Participants Teacher Interview Participants Knowledge Construction Schema Codes Content Classic Schema Codes

17. Findings Key: Parent Interview Participants Teacher Interview Participants Knowledge Construction Schema Codes A B C D Content Classic Schema Codes

18. Findings Key: Parent Interview Participants Teacher Interview Participants Knowledge Construction Schema Codes A B C D Content Classic Schema Codes

19. Findings Key: Parent Interview Participants Teacher Interview Participants Knowledge Construction Schema Codes A B C D In 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 Content Classic Schema Codes

20. Findings Knowledge Construction Schema Codes A B C D Fei Yen (<1 Year) Hazel (6-10 Years) Wen(<1 Year) James (>30 Years) Yun (<1 Year) Jiao(<1 Year) Content Classic Schema Codes

21. Findings Knowledge Construction Schema Codes 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 A B C D Fei Yen (<1 Year) Hazel (6-10 Years) Wen(<1 Year) James (>30 Years) Yun (<1 Year) Jiao(<1 Year) Content Classic Schema Codes

22. Findings Knowledge Construction Schema Codes 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 A B C D Fei Yen (<1 Year) Hazel (6-10 Years) Wen(<1 Year) James (>30 Years) Yun (<1 Year) Jiao(<1 Year) Content Classic Schema Codes

23. Core Tensions

24. Core Tensions “The parents who come here, their belief systems about school match ours” -Cathryn, School Principal

25. Implications for Similar Populations Equity Student Well-Being Common Core

26. Implications for Similar Populations (Li, G., 2006; Li, J., 2012; Minor, Onwuegbuzie, Witcher, & James, 2002; Sargent, 2009; Stevenson, Lee, & Stigler, 1986; Zhang & Carrasquillo, 1995)

27. Implications for Broader Policy • Disentanglement of immigrant status and socioeconomic status • Misalignment of schemas at all levels of SES • Shift from deficit approach to asset approach • Schemas differ based on: • SES • Ecocultural Context • Immigrant Status • Education Level • Impetus is on schools

28. Practical Recommendations Learning From and About Families Culturally Relevant Pedagogy Engagement of Families

29. Practical Recommendations Learning From and About Families Culturally Relevant Pedagogy Engagement 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

30. Thank You! Jennifer Goldston jenn.goldston@gmail.com