Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts

Laptop Poster Session for Graduate Students

English

One-Way Second/Foreign Language Immersion

Pre-K
Elementary (K-5)
Middle School/Junior High

Projecting an increasing diversity within the student population of Mandarin immersion, this research presents interview and survey data outlining parental motivations and perceived benefits across different racial groups.  It will address barriers to diversity in the classroom and methods of strengthening relationships with students and parents of all backgrounds.

This research examines how American parents are embracing bi-lingual and bi-cultural proficiency through increasing enrollment in Mandarin Immersion Programs.  The author presents the results of an investigation of the following questions: What are the motivations for parents in enrolling their child in Mandarin Immersion Programs and do they vary across racial groups?  Does Mandarin Chinese hold greater value with respect to other language and immersion programs?  If so, what is the cultural significance? 

The analyses utilize a mixed-method approach, first using survey data (N=500) to assess the strength of cross-cultural and language ties through both open and close-ended questions.  Secondly to support the quantitative research findings, 25 semi-structured interviews were conducted with White, Asian, Black, and Mixed-Race parents of children enrolled in Mandarin Immersion; supplemented with dozens of conversational exchanges between parents, teachers, and administrators at various educational sites.  The interviews spoke to the challenges of an unfamiliar pedagogy in exchange for the perceived benefits of an enhanced cross-cultural and cognitive awareness.

The study found that the majority of parents did not have a strong connection with China or the language but were aware of the benefits of bilingualism discourse.  There was no significance overall difference between racial groups and what they expect for their children in Mandarin Immersion.  The survey spoke to cultivating bi-cultural attitudes, challenging children academically, and to better prepare them for future success.  The qualitative data reports White parents speaking of the future investment, Black parents of identity and diversity, while Asian parents gave cultural heritage as key reasons for child enrollment.  These findings call into question the influence of a minority immigrant institution on the dominant host community.  Suggesting that due to East Asian educational success parents are expanding beyond the boundaries of ethnocentrism, and placing a high value on Mandarin and language in general.