Abstract
The purpose of this study is to explore Burmese refugee parents’ perspectives on the challenges they have experienced and the support that they expect to receive from their children’s schools and teachers. The data sources include interviews and informal conversations during home visits. The findings of this study show that two major challenges experienced by the participants were language barriers and challenges of parent involvement in children’s learning. The findings also indicate two kinds of support that the parents expected to receive from schools: after-school programs and school activities. Based on the findings, teachers and schools should provide after-school support, such as translation services for parents to help them communicate with teachers and understand letters from school. In addition, teachers and schools need to provide more opportunities for refugee parents to participate in school activities so they can be involved in their children’s education and build effective relationships with teachers.
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Cun, A. Concerns and Expectations: Burmese Refugee Parents’ Perspectives on Their Children’s Learning in American Schools. Early Childhood Educ J 48, 263–272 (2020). https://doi.org/10.1007/s10643-019-00983-z
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DOI: https://doi.org/10.1007/s10643-019-00983-z