Type of Document Dissertation Author Winterbottom, Christian URN etd-07052011-121436 Title Japanese Immigrant Parents' Views on Parental Participation in Early Childhood Education Settings in the United States Degree Doctor of Philosophy Department Teacher Education, School of Advisory Committee
Advisor Name Title Ithel Jones Committee Chair Diana Rice Committee Member Vickie E. Lake Committee Member Robert Schwartz University Representative Keywords
- Immigrant Mothers
- Early Childhood
- Japanese Immigrants
Date of Defense 2011-05-25 Availability unrestricted AbstractResearchers in the field agree that there is too little research on the experience of immigrant children and their families in the ECE arena (Adair & Tobin, 2007; Brandon, 2002). Furthermore, despite the presence of Japanese immigrants in the U.S. for nearly 150 years, there is not a lot of research to suggest why they have not become fully integrated into society and there has been too little research conducted on the experiences of young Japanese immigrant children and their families in the field of Early Childhood Education (ECE).
Using a multi-method case approach including interviews, surveys and observations, this study examined the extent to which varying degrees of individualism and collectivism influence
Japanese immigrant mothers’ decisions concerning early childhood education and out-of –home care. Moreover, the experiences of Japanese immigrant children in early education and the barriers related to language and cultures are also examined. The challenges Japanese immigrant mothers’ face in making decisions about ECE in North Florida is additionally explored.
Pattern coding was used to analyze the phenomenon in greater detail as the informants answered questions and shared stories on their most intimate experiences in early childhood education. This study included 11 mothers from Japan who recently immigrated to the U.S. The length of time the participants had lived in the U.S. varied from 3 months up to 108 months and the mean of participants living in the U.S. was 49 (34.7) months. The parents alluded to English proficiency as a barrier when making decisions about early childhood education and out of home care. Participants cited losing their Japanese culture, their expectations, a lack of awareness of programs offered, and American culture as barriers related to language and culture. This study examines those barriers referred to by the informants and concludes with recommendations for future practice when working with Japanese immigrant families.
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