Principal Investigator:
Prof. Ng Fei Yin Florrie (Department of Educational Psychology)
Co-Investigator:
Prof. Catherine Tamis-LeMonda (New York University, the United States)
The overarching aim is to compare immigrant and native parents' learning-related practices and the effect on children's readiness for formal education at the transition to kindergarten. During this transition, children have to adjust to the routines and structure of a formal classroom, where learning becomes evaluated, and to social interactions with new peers and adult authorities. The increased demands for self-regulation and planning are often challenging for children. The transition is particularly critical for immigrant children, because it represents their first extensive immersion into the host society. Unfortunately, the adjustments associated with immigration often usurp immigrant parents' time and psychological resources, compromising their abilities to prepare their children for formal schooling. As such, immigrant children may be disadvantaged from their first encounter with achievement contexts and begin unfavorable academic trajectories. With education as a major avenue of upward mobility, this can hinder immigrants' integration into the host society.
By comparing children from low-income Mainland Chinese immigrant and native families in Hong Kong, this study will speak to the early emergence and family antecedents of possible educational disparities between the two groups of children. It will elucidate whether Mainland Chinese immigrant children lag behind native children early on, whether the two groups receive comparable academic support at home, and whether a group difference in the academic support received at home may contribute to a group difference in school readiness. In addition, Mainland Chinese immigrant families residing in Hong Kong will be compared to those residing in the United States in terms of their experiences and adjustments. This will help us understand how different aspects of the immigration experience (e.g., cultural adjustment, marital relationship, employment opportunity) may constrain immigrant parents' ability to engage in practices that support school readiness. Findings from this study will not only contribute to theoretical models about immigrant parenting, but also inform policymakers and practitioners about how to support low-income immigrant and native children's learning across the home and school contexts.
In Hong Kong, about 80 Mainland Chinese immigrant families and 80 native families will be invited to visit our research center. Only low-income families will be included to control for the effect of socioeconomic disadvantage. Participation will involve videotaped interactions of mothers and children playing together with toys. Children's school readiness skills will be assessed in terms of literacy and math skills, and executive functioning. Mothers will also be asked about their childrearing practices, family background, and children's development. At the end of the two-hour visit, families will be compensated for their time.
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Recruitment of Participants
Currently, we are recruiting families in Hong Kong to participate in our research project. Both Mainland Chinese immigrant families and native families of low income and with children aged 3 to 4 years are eligible. If you know of schools and organizations that are interested in assisting us with recruitment, please contact Prof. Ng Fei Yin Florrie at 2609-6923 or florrieng@cuhk.edu.hk.
