Perceptions and Experiences of Family-School Partnerships with Chinese Immigrant Families

Abstract

The goal of this study was to examine the perceptions and experiences of Chinese immigrant families with family-school partnerships at their children’s schools in the United States, using one-on-one and semi-structured interviews. Several themes were identified, including positive experiences, as well as challenges and barriers. The challenges and barriers included cultural differences, the need for more proactive and open communication, limited time, microaggressions and racism at schools, and limited knowledge and understanding of the U.S. school system. Specific strategies and practices were offered, such as implementing system-level changes, adapting reciprocal communication and community involvement, providing trainings and information about the U.S. school system, and hosting culturally sensitive events. The findings of this study have important implications for fostering understanding and strategies for schools and school psychologists when working with Chinese immigrant families.