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dc.contributor.authorLim, Minjung
dc.date.accessioned2014-03-04T18:19:40Z
dc.date.available2014-03-04T18:19:40Z
dc.date.issued2009-08
dc.identifier.otherlim_minjung_200908_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/lim_minjung_200908_phd
dc.identifier.urihttp://hdl.handle.net/10724/25865
dc.description.abstractParent involvement in schools involves constantly constructing meaning through social interactions. Immigrant parents often encounter structural barriers that constrain their ownerships in schools, and turn to their own ethnic groups in search of supportive social networks. The purpose of this study is to examine whether Korean immigrant parents as a group create effective social capital conducive to authentic involvement in the school. As a collective mode of social interaction, ethnic networking of a particular ethnic group negotiates understandings and actions authored by immigrant parents, in relation to parental involvement in school. By using a critical ethnographic case study, this study unpacks contradictions and complexities in Korean immigrant parents’ participation experiences, and challenges the hegemonic discourse of parent involvement prevailing in the school.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectParent involvement
dc.subjectParent participation
dc.subjectFamily-school partnerships
dc.subjectAsian Americans
dc.subjectImmigrants
dc.subjectQualitative research
dc.subjectEthnography
dc.titleAn analysis of ethnic networking of Korean immigrant parents in school participation
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentElementary and Social Studies Education
dc.description.majorEarly Childhood Education
dc.description.advisorKyunghwa Lee
dc.description.committeeKyunghwa Lee
dc.description.committeeDiane Napier
dc.description.committeeCheryl Fields-Smith


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