Article

Multicultural Mothers’ Experiences of Participation in Their Children’s Elementary Schools

Author

Choi Heayoung,Lee, Kang-Yi,Lee, Jaerim,Lee Suhyun

Information

pp. 159~181 / 2017 Vol.24 No.1

Abstract

The purpose of this study was to explore multicultural mothers’ experiences regarding schoolparticipation. The data came from five focus group interviews with 5 multicultural mothers and 16elementary school teachers and supporting professionals. Our analysis revealed that the multiculturalmothers were ambivalent about school participation, and they acknowledged having both a positiveinfluence on their child (e.g. being proud) and a negative one (e.g., feeling uncomfortable). They didnot like the current approach that segregates multicultural families at school. They communicatedwith teachers in various ways and expected proactive support from the school system. The difficultiesthese mothers experienced regarding school participation originated from the different cultures andschool systems between their countries of origin and Korea. The teachers and professionals said thatmulticultural mothers have difficulties in participating in school due to the lack of other familymembers’ support and cultural differences. They emphasized a strengths-based approach to promotemulticultural mothers’ participation in school. Our findings suggest the importance of schools’proactive support and user-friendly materials that are specific and easy to understand. This studycontributes to the literature by listening to the voices of multiple stakeholders and discussingpractical implications to better understand and enhance school participation among mothers inmulticultural families.

Keywords