The school adjustment of South Asian immigrant children in the United States.
This study examined the school adjustment process among South Asian children who had immigrated to the United States with their parents, and who had below-average grades. Both risk and protective factors for dropping out of school were explored in the context of the traditions, familial values, and social norms of South Asians. Data were collected from 75 parents and 75 children in separate semistructured interviews. Content analysis revealed three major themes: congruence of the parents' and school's views on the value of education, congruence of the parents' and children's beliefs that education is the tool to achieve goals, and determination of the children to achieve goals. The low level of proficiency in English was found to be a critical factor in low achievement and school failure. It was concluded that parental encouragement to succeed, in conjunction with teachers' efforts, can be used to facilitate children's school adjustment. Strategies for assisting immigrant children are discussed.
Bhattacharya
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School of Social Work, University of Illinois at Urbana-Champaign, Illinois 61801, USA.
D000069:Acculturation; D000223:Adaptation, Psychological; D000293:Adolescent; D001210:Asia, Southeastern; D001213:Asian / Q000193:education* / Q000523:psychology; D002648:Child; D004641:Emigration and Immigration; D005260:Female; D006801:Humans; D008297:Male; D016487:Parenting / Q000523:psychology; D012307:Risk Factors; D012945:Social Values; D013332:Student Dropouts / Q000523:psychology; D014477:Underachievement