HOME-SCHOOL LINK A KEY FACTOR TO EXPLAIN AN IMPRESSIVE PERFORMANCE OF CHINESE-AUSTRALIAN HIGH SCHOOL STUDENTS
ABSTRACT: This study focused
on congruency of culture of home and school of children from Chinese-Australian
families as a major factor in their academic success. Qualitative approach was used
for uncovering three key things, namely, 1) conditions and interactions at
home; 2) children’s behavior and interaction in classroom; 3) children’
activities after school hours and at weekends. The approach considered to be
appropriate to capture what teachers, parents and children say and do as a
product of how they interpret the complexity of their world. Data collected by
using ethnographic techniques, mainly participant observation and
conversational interviews. There were seven children from five Chinese-Australian
families residing in Perth metropolitan area involved in the study. The
families immigrated from Malaysia, Singapore, and Hong Kong. Analysis indicated
that Chinese-Australian parents pushed their children far beyond their limits
in their drive for academic excellence. They made their home suitable for
studying and ensured continuity between homes and school. Impulse control,
deferment of short term gratification, effort/hard work, and scholastic
achievement were Chinese cultural values implanted by the parents. Chinese-Australian
children met most of their teachers’ demands. Consequently, their interactions with
their teachers were in more positive ways.
Author: Ranbir Singh Malik
Journal Code: jppendidikangg110019
