Home-Based Parental Involvement amongst Pakistani Families in Hong Kong

Autor/inn/en	Chee, Wai-Chi; Ullah, Rizwan
Titel	Home-Based Parental Involvement amongst Pakistani Families in Hong Kong
Quelle	In: Asia Pacific Journal of Education, 40 (2020) 2, S.127-142 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1687085
Schlagwörter	Parent Participation; Parent Teacher Cooperation; Parent School Relationship; Foreign Countries; Minority Groups; Cultural Differences; Home Study; Academic Achievement; Sex Role; Expectation; Parent Attitudes; Secondary School Students; College Students; Hong Kong + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Ethnische Minderheit; Kultureller Unterschied; Schulleistung; Geschlechterrolle; Expectancy; Erwartung; Elternverhalten; Sekundarschüler; Collegestudent; Hongkong
Abstract	Ethnic minority parents often appear to be less involved in school functions and activities than their culturally dominant counterparts. Their invisibility is usually assumed due to a lack of either interest or parental capacity to oversee their children's education. However, the simplistic equation between parental involvement in children's education and their participation in school is largely informed by middle-class cultural norms that ignore diversity. Data drawn from home visits and in-depth, semi-structured interviews amongst Pakistani parents and children in Hong Kong reveals that the involvement of these parents only seems less visible because it is largely based at home rather than in schools. The parental involvement of this ethnic minority is influenced by socio-economic and cultural factors that separate school from home, divide parental responsibilities by gender, and set expectations for children with primary reference to the parents' own experiences. These research findings on how such characteristics shape the outcomes of parental involvement can inform school practices to build more effective home-school collaboration and enhance children's academic achievement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01