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Family involvement in children's mat...

Liang, Senfeng.

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Family involvement in children's mathematics education experiences: Voices of immigrant Chinese American students and their parents.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Family involvement in children's mathematics education experiences: Voices of immigrant Chinese American students and their parents./
作者:	Liang, Senfeng.
面頁冊數:	261 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599960
ISBN:	9781303497889

Family involvement in children's mathematics education experiences: Voices of immigrant Chinese American students and their parents.
Liang, Senfeng.

Family involvement in children's mathematics education experiences: Voices of immigrant Chinese American students and their parents. - 261 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--University of Maryland, College Park, 2013.

This item is not available from ProQuest Dissertations & Theses.

This study examines ways in which Chinese immigrant families are involved in their children's mathematics education, particularly focusing on how different types of families utilize different forms of capital to support their children's mathematics education. The theoretical framework defines four types of Chinese immigrant families --- working families, small business families, transitional professional families, and settled professional families --- and addresses three forms of capital --- cultural, social and economic capital. In the analysis, the first two groups are often clustered as less educated families and the other two groups as highly educated families. Nine families with different backgrounds participated in the study. Data include observations, interviews, essays and Twitter messages from students, and a video discussion activity. Data analysis utilized cross-case analysis (Yin, 2002).

ISBN: 9781303497889Subjects--Topical Terms:

641129
Mathematics education.

Family involvement in children's mathematics education experiences: Voices of immigrant Chinese American students and their parents.
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100 1 $a Liang, Senfeng. $3 3178208
245 1 0 $a Family involvement in children's mathematics education experiences: Voices of immigrant Chinese American students and their parents.
300 $a 261 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Ann Ryu Edwards.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2013.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
520 $a This study examines ways in which Chinese immigrant families are involved in their children's mathematics education, particularly focusing on how different types of families utilize different forms of capital to support their children's mathematics education. The theoretical framework defines four types of Chinese immigrant families --- working families, small business families, transitional professional families, and settled professional families --- and addresses three forms of capital --- cultural, social and economic capital. In the analysis, the first two groups are often clustered as less educated families and the other two groups as highly educated families. Nine families with different backgrounds participated in the study. Data include observations, interviews, essays and Twitter messages from students, and a video discussion activity. Data analysis utilized cross-case analysis (Yin, 2002).
520 $a First, this study shows significant differences in how Chinese immigrant parents conceptualize U.S. mathematics education. Highly educated parents believed U.S. mathematics education failed to meet their children's mathematical needs while less educated parents were less critical of U.S. mathematics education.
520 $a Second, this study examines how different types of families use cultural, social and economic capital to influence their children's mathematics education. Parent tutoring and aspirations are indicators of cultural capital. Less educated parents tended to tutor their children when they were in lower grades. Students with highly educated parents received more direct tutoring from their parents, even when they went on to more advanced grades. All parents had high aspirations for their children's education, but to varying degrees depending on the type of family. One common approach was to send their children to supplementary education programs which suggest an indicator of social capital. Family location and hiring tutors are indicators of economic capital. All families but one managed to live in what they believed were good school districts. Higher income families also spent money to hire tutors to teach their children academic subjects (including mathematics) and sports.
520 $a This study contributes to the exploration of the role of families in the mathematics education of Chinese American students. It also extends current literature in general Chinese American studies that primarily focus on highly educated, high income, professional families and less educated, low income, working families while omitting populations that fall between them, particularly small business families and transitional professional families.
590 $a School code: 0117.
650 4 $a Mathematics education. $3 641129
650 4 $a Educational sociology. $3 519608
650 4 $a Asian American studies. $3 2122841
650 4 $a Individual & family studies. $3 2122770
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710 2 $a University of Maryland, College Park. $b Curriculum and Instruction. $3 1022765
773 0 $t Dissertation Abstracts International $g 75-02A(E).
790 $a 0117
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599960