The goals of this study were (a) to explore Korean immigrant parents’ perceptions of school involvement and school support and (b) to investigate key factors that affect Korean immigrant parents’ school involvement. A qualitative research design based on grounded theory was employed. The final grounded theory of “Key Factors Affecting Korean Immigrants’ Parental School Involvement” was developed from interview data with eight Korean immigrant parents. The most important core theme was saving the child’s chi (“기 살리기,” Gi Saligi in Korean). The four other secondary themes were (a) personal factors; (b) interpersonal factors; (c) situational factors; and (d) environmental factors. The personal factors were derived from self-determination motivations, parenting styles, the parent’s gender, English proficiency, and acculturation. The situational factors included parents’ time pressure and expected and unexpected changes in family life. The interpersonal factors included parents’ relationships with school teachers, other parents, and people they met through online communities such as MissyUSA. Finally, the environmental factors were identified from school and Korean community support. Theoretical and practical implications are discussed along with limitations and conclusions.
University of Minnesota Ph.D. dissertation. September 2016. Major: Education, Curriculum and Instruction. Advisor: Mark Vagle. 1 computer file (PDF); vii, 164 pages.
Saving Chi: Exploring Key Factors Affecting Korean Immigrants’ Parental School Involvement.
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