Chinese Immigrant Parents’ Involvement in Their Children’s School-Based Education: Behaviours and Perceptions

This chapter explores how Chinese immigrant parents are involved in their children’s school-based education and what factors shape the formats of their involvement. Twelve Chinese immigrant families were interviewed. Data analysis revealed that Chinese immigrant parents believed that parental involvement was beneficial to both the school and children and they involved themselves in school-based activities regardless of personal experiences. However, generally speaking, participants did not go to their children’s school without teachers’ invitation. Language barrier, lack of time and energy and unfamiliarity with the Canadian school culture were reported as the main factors that limited participants’ involvement in school-based activities. Particularly, new immigrants often felt intimidated to talk to teachers since they did not know what they can say and what not to say given their unfamiliarity with the Canadian school culture.