Abstract
Background
The importance of parental beliefs and practices related to children’s school readiness skills is widely documented, but few studies explicitly focus on immigrant families. Further, no known studies have examined immigrant parents’ beliefs about what skills children need to be successful in kindergarten.
Objectives
The overarching aim of this mixed-methods study was to investigate the school readiness beliefs of parents who are identified as immigrants in the United States. We examined the skills they prioritized as well as parents’ reasoning about their prioritization.
Methods
Sixty-three immigrant parents from three different countries of origin—China, the Dominican Republic, and El Salvador—completed a Q-sort and subsequent interview about their school readiness beliefs as well as a measure of acculturation.
Results
Results indicated two school readiness belief profiles. Parents in the first profile primarily emphasized academic skills; parents in the second profile primarily emphasized learning-related skills. Parents’ country of origin predicted their profile membership. Six themes emerged to explain parents’ school readiness beliefs. Although parents in the two profiles prioritized different skills, parents’ reasoning about the importance of select skills showed many similarities.
Conclusions
Study findings provide a nuanced view of immigrant parents’ school readiness beliefs, which is particularly useful for early childhood educators to consider as they develop culturally responsive family-school partnerships.
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Notes
The version for the Dominican and Salvadoran parents stated, “I enjoy speaking Spanish,” whereas the version for the Chinese parents stated, “I enjoy speaking Mandarin” and so forth for the other questions.
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Acknowledgements
We thank the parents who participated in this project. We also thank the research assistants for their important role in this project: Amanda Ferrante, Jocelyn Godoy, Sophie Goodfellow, Raquel Jouvin, Ying Lu, Isabela Madrigal, Benjamin Quiñones Shepherd, Qinqin Yang, Bing Zhou
Funding
This work was supported by research grants provided by Lehigh University and University of Maryland-Baltimore County.
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Sawyer, B.E., Dever, B.V., Kong, P. et al. Dominican, Salvadoran, and Chinese Immigrant Parents’ Reasoning About School Readiness Skills. Child Youth Care Forum 51, 137–159 (2022). https://doi.org/10.1007/s10566-021-09623-3
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DOI: https://doi.org/10.1007/s10566-021-09623-3