Chapter 5: Coping with Homework: Two Intercultural Mothers’ Experiences with Their Children’s Schoolwork in Japan by Cynthia Smith and Lily Thukral
Abstract
In this autoethnographic comparative case study, the researchers examined the parental involvement of two immigrant mothers in Japan in their children’s schoolwork. The Hoover-Dempsey and Sandler theoretical framework (Hoover-Dempsey & Sandler, 1997; Hoover-Dempsey et al., 2005) was used to investigate the influence of motivational beliefs, invitations to involvement from others, and life context variables on their involvement. Using qualitative data from surveys and interviews, the study found that additional linguistic and cultural factors specific to the mothers’ immigrant status negatively affected their engagement and attitudes toward homework and school. This chapter provides implications for school policies and support for minority families in Japan. Strategies for immigrant parents’ successful involvement are also suggested.
About the Contributors
Cynthia Smith teaches English at Niigata University of International and Information Studies in Niigata, Japan. She holds an MA in TESOL from Anaheim University and has taught for over 20 years in the public and private sectors in Japan and the United States. Her research interests include bilingualism and diversity.
Lily Thukral is an advisor, facilitator, and university instructor based in Tokyo. She has been living in Japan since 2001. She holds an MA in Interdisciplinary Studies with focus on Intercultural Communications from Royal Roads University, Canada. Her research focuses on intercultural communication and competency.
Citation
Smith, C. & Thukral, L. (2020). Coping with homework: Two intercultural mothers’ experiences with their children’s schoolwork in Japan. In M. L. Cook & L. G. Kittaka (Eds.), Intercultural families and schooling in Japan: Experiences, issues, and challenges (pp. 94-117). Candlin & Mynard. https://doi.org/10.47908/12/5
In this autoethnographic comparative case study, the researchers examined the parental involvement of two immigrant mothers in Japan in their children’s schoolwork. The Hoover-Dempsey and Sandler theoretical framework (Hoover-Dempsey & Sandler, 1997; Hoover-Dempsey et al., 2005) was used to investigate the influence of motivational beliefs, invitations to involvement from others, and life context variables on their involvement. Using qualitative data from surveys and interviews, the study found that additional linguistic and cultural factors specific to the mothers’ immigrant status negatively affected their engagement and attitudes toward homework and school. This chapter provides implications for school policies and support for minority families in Japan. Strategies for immigrant parents’ successful involvement are also suggested.
About the Contributors
Cynthia Smith teaches English at Niigata University of International and Information Studies in Niigata, Japan. She holds an MA in TESOL from Anaheim University and has taught for over 20 years in the public and private sectors in Japan and the United States. Her research interests include bilingualism and diversity.
Lily Thukral is an advisor, facilitator, and university instructor based in Tokyo. She has been living in Japan since 2001. She holds an MA in Interdisciplinary Studies with focus on Intercultural Communications from Royal Roads University, Canada. Her research focuses on intercultural communication and competency.
Citation
Smith, C. & Thukral, L. (2020). Coping with homework: Two intercultural mothers’ experiences with their children’s schoolwork in Japan. In M. L. Cook & L. G. Kittaka (Eds.), Intercultural families and schooling in Japan: Experiences, issues, and challenges (pp. 94-117). Candlin & Mynard. https://doi.org/10.47908/12/5
Information About the Book
Title: Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges
Editors: Melodie Lorie Cook and Louise George Kittaka
Publication date: 24 September 2020
Read more..
Title: Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges
Editors: Melodie Lorie Cook and Louise George Kittaka
Publication date: 24 September 2020
Read more..