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Perspective transformation among mai...

Klein, Alan Robert.

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Perspective transformation among mainland Chinese fathers interacting with the American K--12 educational system.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perspective transformation among mainland Chinese fathers interacting with the American K--12 educational system./
作者:	Klein, Alan Robert.
面頁冊數:	242 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0797.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3127336

Perspective transformation among mainland Chinese fathers interacting with the American K--12 educational system.
Klein, Alan Robert.

Perspective transformation among mainland Chinese fathers interacting with the American K--12 educational system. - 242 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0797.

Thesis (Ed.D.)--The University of Memphis, 2004.

How do adults adapt when they have been inculcated into a particular philosophy of parenting and education and are then expected to adjust to a cultural framework possibly at odds with their worldview? Mainland Chinese fathers represent one immigrant group that has had to successfully learn to navigate various challenges while interacting with their children's schools. What type of changes in perspective might have occurred for these parents during the process of developing intercultural competence in this aspect of their lives? The purpose of this qualitative study, then, was to explore the lived experiences of fathers from Mainland China as they interact with the American K–12 educational system.Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Perspective transformation among mainland Chinese fathers interacting with the American K--12 educational system.
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500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0797.
500 $a Major Professor: Barbara Mullins Nelson.
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520 $a How do adults adapt when they have been inculcated into a particular philosophy of parenting and education and are then expected to adjust to a cultural framework possibly at odds with their worldview? Mainland Chinese fathers represent one immigrant group that has had to successfully learn to navigate various challenges while interacting with their children's schools. What type of changes in perspective might have occurred for these parents during the process of developing intercultural competence in this aspect of their lives? The purpose of this qualitative study, then, was to explore the lived experiences of fathers from Mainland China as they interact with the American K–12 educational system.
520 $a A purposeful sample was selected of 5 fathers who met three major criteria: (a) they had resided in the United States for at least 4 years, (b) they had children attending American schools, regardless of grade, for a minimum of 4 years, and (c) they could communicate proficiently in English about deeply held beliefs concerning parenting and education. Semi-structured, individual interviews were conducted with the participants over the course of a school year.
520 $a A primary goal of this research was to study the congruence of two theories of human development, cross-cultural adaptation and transformational learning. Specific data collected addressed the fathers' early experiences in China, especially in regard to the Cultural Revolution, their move and initial adjustment to life in the United States, and their past and current interactions with their children and the primary and secondary schools they attend.
520 $a The analysis of the fathers' narratives identified 5 significant themes: (a) how the external events of the Cultural Revolution affected the internal motivation of the participants; (b) how the participants, as members of a collectivist society, adjusted to American individualism; (c) how the fathers exhibited behaviors as self-directed learners; (d) how the men experienced a transformational change in perspective concerning parenting and their children's education; and (e) how this transformational change was manifested either through critical reflection or thoughtful nonreflection. The results demonstrate how the fathers adapted cross-culturally to the demands of an educational system in which they had no previous experience.
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