Asian American Immigrant Parents Supporting Children with Autism: Perceptions of Fathers and Mothers

Autor/inn/en	Wang, Hui-Ting; West, Elizabeth A.
Titel	Asian American Immigrant Parents Supporting Children with Autism: Perceptions of Fathers and Mothers
Quelle	In: International Journal of Whole Schooling, 12 (2016) 1, S.1-21 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Asian Americans; Immigrants; Autism; Parent Role; Child Rearing; Parent Attitudes; Qualitative Research; Interviews; Gender Differences; Etiology; Symptoms (Individual Disorders); Disability Identification; Coping; Expectation; English (Second Language); Foreign Countries; Mandarin Chinese; Pervasive Developmental Disorders + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Immigrant; Immigrantin; Immigranten; Autismus; Parental role; Elternrolle; Kindererziehung; Elternverhalten; Qualitative Forschung; Interviewing; Interviewtechnik; Geschlechterkonflikt; Ätiologie; Psychiatrische Symptomatik; Bewältigung; Expectancy; Erwartung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland
Abstract	Asian American immigrant parents supporting children with autism spectrum disorders (ASD) has been understudied. The purpose of this qualitative study was to probe the perceptions of Mandarin-speaking immigrant mothers and fathers raising children with ASD in the United States. Ten participating parents were first-generation native Mandarin-speaking immigrants born in Taiwan, Hong Kong or Mainland China. Open-ended interviews were conducted to collect data. The interviews were transcribed and translated verbatim and analyzed using content analysis. Four main themes by gender comparison were derived from the self-report data: cognitive responses of ASD diagnosis, perceived role, coping strategies and future expectations. Implications for diversity awareness in professional practice and supports to meet the needs of Mothers and Fathers in promoting inclusion were discussed. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01