A Qualitative Investigation into the Experiences and Encounters that Asian Immigrant Parents Face Regarding Their Involvement in Their Children´s Primary Education in Finland
Debnath, Ananna (2025-06-02)
A Qualitative Investigation into the Experiences and Encounters that Asian Immigrant Parents Face Regarding Their Involvement in Their Children´s Primary Education in Finland
(02.06.2025)
Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
suljettu
Julkaisun pysyvä osoite on:
https://urn.fi/URN:NBN:fi-fe2025061166225
https://urn.fi/URN:NBN:fi-fe2025061166225
Tiivistelmä
This study explores how Asian immigrant parents in Finland experience and engages in their children's education. We used a qualitative approach, conducting in-depth, semi-structured interviews with eight parents from different Asian countries. All participants had lived in Finland for at least a year and had experience with the Finnish education system. The data were analyzed through content analysis, organizing insights into themes that aligned with the study’s main research questions.
The results show that parents’ involvement is shaped by cultural, religious, and personal circumstances. Many parents view their participation in their children’s education as essential, with some drawing inspiration from their religious beliefs. While they value both home- and school-based involvement, many prefer home-based activities, reflecting the educational norms of their home countries. However, they also face challenges in adapting to Finland’s multicultural classrooms.
Common barriers include language difficulties, cultural differences, limited resources, and few opportunities to meet with teachers. Although parents found teachers approachable and appreciated the use of online platforms for communication, they were often reluctant to initiate contact and noted that opportunities for engagement were limited. Some parents were satisfied with the support they received, while others expressed disappointment, particularly about the lack of guidance for helping their children learn at home. This was especially frustrating for parents used to systems with more homework, as the Finnish approach involves less academic work at home.
The study highlights how immigrant parents balance their cultural traditions and beliefs with the need to adapt to a new education system. It calls on schools to recognize these factors and collaborate more effectively with immigrant families. By addressing these challenges, Finnish schools and policymakers can build stronger, more inclusive relationships with immigrant parents, ultimately enhancing the educational experience for everyone involved.
The results show that parents’ involvement is shaped by cultural, religious, and personal circumstances. Many parents view their participation in their children’s education as essential, with some drawing inspiration from their religious beliefs. While they value both home- and school-based involvement, many prefer home-based activities, reflecting the educational norms of their home countries. However, they also face challenges in adapting to Finland’s multicultural classrooms.
Common barriers include language difficulties, cultural differences, limited resources, and few opportunities to meet with teachers. Although parents found teachers approachable and appreciated the use of online platforms for communication, they were often reluctant to initiate contact and noted that opportunities for engagement were limited. Some parents were satisfied with the support they received, while others expressed disappointment, particularly about the lack of guidance for helping their children learn at home. This was especially frustrating for parents used to systems with more homework, as the Finnish approach involves less academic work at home.
The study highlights how immigrant parents balance their cultural traditions and beliefs with the need to adapt to a new education system. It calls on schools to recognize these factors and collaborate more effectively with immigrant families. By addressing these challenges, Finnish schools and policymakers can build stronger, more inclusive relationships with immigrant parents, ultimately enhancing the educational experience for everyone involved.