Journal of Family Diversity in Education最新文献_第5页

Tub Txawj, Ntxhais Ntse: Experiences of Hmong American Undergraduates 张国强，张国强，张国强，等。苗族大学生的经历

Journal of Family Diversity in Education Pub Date : 2017-12-17 DOI: 10.53956/jfde.2017.106

Alberta M. Gloria, Pa Her, Betty Jo Thao, Douachong Lee, Shee Yee Chang, Asia Thao, Linda B Aroonsavath

{"title":"Tub Txawj, Ntxhais Ntse: Experiences of Hmong American Undergraduates","authors":"Alberta M. Gloria, Pa Her, Betty Jo Thao, Douachong Lee, Shee Yee Chang, Asia Thao, Linda B Aroonsavath","doi":"10.53956/jfde.2017.106","DOIUrl":"https://doi.org/10.53956/jfde.2017.106","url":null,"abstract":"Exploring the educational experiences of 13 Hmong American undergraduates attending a predominantly White university, a total of six males and seven females participated in four semi-structured 90-minute focus groups (2 all female, 1 all male, and 1 mixed gender) framed within a psychosociocultural approach. Students shared their narratives about the individuals who influenced and the factors that informed their educational experience. The narratives were analyzed for emergent themes using a social constructivist approach and a multi-step content analysis. Twelve emergent meta-themes were identified and framed within the psychosociocultural approach. The psychological themes were college self-efficacy, feelings of intellectual phoniness, experience of microaggressions, and cognitive flexibility in making sense of the unwelcoming environment. The social dimension themes included different types of support from parents, siblings, Hmong college peers, and student-based groups and programs. Four themes emerged for the cultural dimension that included shifting perceptions of gender roles, community responsibility, community pressure, and shifting parent-child relationships. The study’s findings aligned with the extant research on Hmong American undergraduates and extended the understanding of gender scripts and the influence of familial and cultural expectations within higher education. Directions for future research and implications for student affairs professionals working with Hmong American undergraduates are discussed. ","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"426 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124224657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Parenting Stress and Social Support among Cross-national and Traditional Families 跨国和传统家庭的养育压力与社会支持

Journal of Family Diversity in Education Pub Date : 2017-11-17 DOI: 10.53956/jfde.2017.103

Yajuan Xiang, James L. Hoot, Jill Raisor

{"title":"Parenting Stress and Social Support among Cross-national and Traditional Families","authors":"Yajuan Xiang, James L. Hoot, Jill Raisor","doi":"10.53956/jfde.2017.103","DOIUrl":"https://doi.org/10.53956/jfde.2017.103","url":null,"abstract":"As a result of globalization, the number of cross-national couples in the United States is on the rise. However, a primary conclusion of the past research on such marriages has been subsumed under general intermarriages. The results of these studies focused on the challenges confronted by couples in potential conflicts caused by their disparate cultural backgrounds. Place of residence, language issues, societal stereotypes, extended families, and cultural complexity were identified in most qualitative studies as stressors most likely to contribute to a greater levels of parenting stress.A relatively small proportion of the literature in this area has focused on childrearing which was recognized as a flashpoint for more conflicts in these marriages. Thus, this study sought to compare the level of parenting stress and social support between cross-national and traditional families. Purposeful sampling was used to recruit 159 parents from both cross-national (82) and traditional (77) families in Western New York area. This study adopted the Parental Stress Scale (PSS), Family Support Scale (FSS), and self-developed questionnaire. Basic statistics and multiple regression analysis were applied. The results suggested parents from cross-national families do not experience higher level parenting stress comparing to their counterparts in traditional families. However, the number of children and cultural influences were found significantly related to parenting stress in cross-national families. In other words, the more children in a family and more distinct cultural difference between couples strongly contribute to the level of parenting stress among cross-national families.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124837335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Narratives of Migrant Mothers: Exploitation, Transience, Education, and Resilience 流动母亲的叙事:剥削、短暂、教育和复原力

Journal of Family Diversity in Education Pub Date : 2017-11-17 DOI: 10.53956/jfde.2017.104

Lindsay J. Jeffers, Karen S. Vocke

引用次数: 1

Parents’ Beliefs on Play in Preschool 父母对学前游戏的看法

Journal of Family Diversity in Education Pub Date : 2017-05-24 DOI: 10.53956/jfde.2017.94

Kristina Turk, Martha J. Lash

引用次数: 3

An Intervention to Support Teachers in Building on Children’s Home Literacy Backgrounds 支持教师建立儿童家庭读写背景的干预

Journal of Family Diversity in Education Pub Date : 2017-04-11 DOI: 10.53956/jfde.2017.98

Lilly M. Steiner, Christina M. Cassano

{"title":"An Intervention to Support Teachers in Building on Children’s Home Literacy Backgrounds","authors":"Lilly M. Steiner, Christina M. Cassano","doi":"10.53956/jfde.2017.98","DOIUrl":"https://doi.org/10.53956/jfde.2017.98","url":null,"abstract":"This study examines the results of a family literacy intervention to teach teachers to build on families’ home literacy practices. A quasi-experimental design was used to study effects on: (1) the use of home-based literacy practices at school; (2) teachers’ beliefs about the family's role in children's literacy development; and (4) first-graders’ literacy achievement. The study was conducted in two first-grade classrooms with culturally diverse student populations. In the treatment classroom, the teacher learned practices for building home-school partnerships. This teacher incorporated specific opportunities to involve parents in children’s literacy learning that led to an increase in parent-teacher collaboration. A combination of teacher and parent participation in the intervention resulted in statistically significant differences in students’ scores on the Concepts About Print (CAP) assessment compared to students in the control classroom. This study is small; yet, it provides a timely and relevant model to promote parent involvement, which is particularly important given the renewed emphasis on building effective home-school partnerships.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132731444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Population Overlooked: Building Caring Relationships Between Military Children and Teachers 被忽视的人群:在军人儿童和教师之间建立关爱关系

Journal of Family Diversity in Education Pub Date : 2017-04-11 DOI: 10.53956/jfde.2017.91

Heather R. Haverback, Kathryn E. Bojczyk

引用次数: 0

Meeting, knowing, and affirming Spanish-speaking immigrant families through successful culturally responsive family engagement 通过成功的文化响应性家庭参与，会见、了解和肯定讲西班牙语的移民家庭

Journal of Family Diversity in Education Pub Date : 2017-04-11 DOI: 10.53956/jfde.2017.93

M. Gabriel, Kevin Roxas, Kent W. Becker

{"title":"Meeting, knowing, and affirming Spanish-speaking immigrant families through successful culturally responsive family engagement","authors":"M. Gabriel, Kevin Roxas, Kent W. Becker","doi":"10.53956/jfde.2017.93","DOIUrl":"https://doi.org/10.53956/jfde.2017.93","url":null,"abstract":"School districts and community agencies continue to support families with family involvement and engagement opportunities, but we question the methods utilized and the gap between the ideological beliefs utilized and the beliefs of the families being served. In this article, we analyze data from one strand of a year-long study to explain and demonstrate the successful use of culturally responsive pedagogy when applied to the development of school-family partnerships with families from immigrant backgrounds. Six Spanish-speaking parent participants in the study shared their perspectives through Photovoice, a collaborative research method. The families shared intimate descriptions of the strengths of their families, their expectations for their children in school, their own experiences with schools, and what they want educators to know about them and their families. Given the findings, we conclude the article by asserting that educational leaders must rethink traditional models, methods, and strategies of family engagement and seek to be more inclusive in engaging a broader section of families in their partnering efforts to meet, know, and affirm Spanish-speaking immigrant family members.","PeriodicalId":184320,"journal":{"name":"Journal of Family Diversity in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124779674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Becoming Critical Communities of Practice in Pre-Kindergarten 成为学前教育实践的关键社区

Journal of Family Diversity in Education Pub Date : 2017-04-11 DOI: 10.53956/jfde.2017.81

Melissa Sherfinski

引用次数: 5

Kev txhawb siab: Hmong parents’ educational encouragement of their undergraduate daughter/son Kev txhawb siab:苗族父母对本科子女的教育鼓励

Journal of Family Diversity in Education Pub Date : 2016-12-06 DOI: 10.53956/jfde.2016.68

Pa Her, Alberta M. Gloria

引用次数: 7

"To Have Better Than What I Had”: The Transgenerational Family Pedagogy of an African American Family in the South “比我拥有的更好”:南方一个非裔美国家庭的跨代家庭教育

Journal of Family Diversity in Education Pub Date : 2016-12-06 DOI: 10.53956/jfde.2016.83

Jessica S Powell

引用次数: 0