Burmese Parents’ Perspectives Toward Education 1
Burmese Parents’ Perspectives Toward Education
By
Kyaw T. Soe
soek@ipfw.edu
Indiana University Purdue University Fort Wayne (IPFW)
Capstone Course: EDUC E595 Research Project in Elementary Education
Instructor: Dr. Cheu-jey George Lee, Ph.D.
Summer II 2010
Burmese Parents’ Perspectives Toward Education 2
Abstract
Burmese immigrants have been a part of the Fort Wayne’s diverse community since the
early 1990’s. Today thousands of Burmese reside and work in Fort Wayne and its surrounding
areas. This study intended to seek insights from Burmese immigrant parents’ perspectives on
their involvements in their children’s education, their view points on the American school
system, and their knowledge about available educational services and opportunities for their
families. This study used a survey; it consisted of 22 questions. Eighteen Burmese immigrant
parents, including ten fathers and eight mothers, participated in the study. The findings reflected
a parental involvement in the immigrant parents’ aspect, their expectation of children’s
education, and an impact of an inefficient usage of translation service on homes’ and schools’
collaboration and communication.
Burmese Parents’ Perspectives Toward Education 3
Introduction
Starting in the early 1990’s, Burmese immigrant resettlements to the U.S. have not shown
any sign of slowing down. In fact, the number is increasing every year. Like many other new
immigrants across the U.S., the Burmese immigrants have faced challenges in adapting to a new
culture, country, and language. Young children, in particular, are ill-prepared for a new
environment like schools. For them, there is no window for adjustment! For immigrant parents,
they trust their children’s education entirely to teachers. Questioning or criticizing teachers is
viewed as disrespectful (Sohn & Wang, 2006). However, that is certainly not what American
schools expect from parents. In most cases, parental involvement that has traditionally been
understood and implemented in American school cannot apply to immigrant parents for the
parents-schools collaboration (Waterman & Harry, 2008). It is important to learn and to
understand the immigrant parents’ viewpoints and concerns, so bridging schools and homes
becomes possible. This research was conducted to find Burmese immigrant parents’
perspectives toward American’s education.
Background
Fort Wayne is home to six thousand Burmese immigrants. This rapidly growing Burmese
community in Fort Wayne is a result of the pro-democracy 1988 uprising and the subsequent
brutal crackdown of the ethnic minority populations by the military regime in Burma. Leaders of
the pro-democracy movement and ordinary citizens become targets of governmental
persecutions. Social chaos, human rights violations, ethnic cleansing, mass relocation, and
mismanagement of resources by the military regime cause people to leave their homes and seek
refuge in neighboring countries. Many of these former Burmese refugees settled in the U.S.A
and seventeen other countries around the world (Win, 2006).
Burmese Parents’ Perspectives Toward Education 4
In the early 1990’s, the first wave of the Burmese resettlement arrived in Fort Wayne. It
consisted mostly of college students who participated in the 1988 student-led uprising. The
political unrest, economic hardship, and frequent closing of colleges, universities, and schools
have forced thousands of Burmese to leave the country. Today, there are millions of Burmese
livings outside Burma. Because of the image of prosperous lives and promising futures in the
U.S., it, then becomes one of many preferred destinations for Burmese immigrants around the
world. The Burmese enter the U.S. in various immigrant statuses. Some come with political
asylum, some won a so-called “Green Card Lottery,” and some come with a family and spouse
visa. However, a majority of the Burmese immigrants are refugees who spent many prolonged
years in the Thai-Burmese border’ refugee camps and neighboring countries, i.e. Malaysia,
Japan, Indonesia, and India before being granted an opportunity to come to the U.S. with the help
of the United Nations High Commissioner for Refugee (U.N.H.C.R).
“The Second Wave” of Burmese immigrant resettlements started in 2006 when President
George W. Bush and Secretary of State Condoleezza Rice granted wavier to 9,300 Burmese
ethnic people such as Karen, who have fought with the military regime and have been forced to
leave their villages and have lived in refugee camps, to resettle in the United States (The
Associated Press, 2006). As a result, in 2007, a total of seven-hundred Burmese were brought to
Fort Wayne, Indiana. Then in 2008, eight-hundred more Burmese arrived in Fort Wayne
(Editorial, 2010). Incentives for others Burmese immigrants across the U.S. to move to Fort
Wayne include friends & families, spiritual support, help & services available, affordable living
cost, and job opportunities. They contribute to a secondary migration. That makes Fort Wayne
the largest and the fastest growing Burmese immigrant resettlement community outside of
Burma.
Burmese Parents’ Perspectives Toward Education 5
Literature Review
Learning from their own experiences of a journey to this great nation, the U.S.,
immigrant parents deeply understand the barriers and obstacles they must overcome. Seeking an
American dream certainly requires long hours of hard work and strong willpower. They know
first-hand that without education, choices and opportunities are limited. Education is a key to
endless possibilities in America. A college degree and English language proficiency are the
gateway to a good paying job and ability to find prosperity in the U.S. society (Waterman &
Harry, 2008). Immigrant parents value education and want to help their children to be successful,
but they do not know how (Thao, 2009). Many immigrant parents do not speak or know little
English. They are reluctant to question schools’ authorities; many do not even understand their
rights. Immigrant parents believe their way of helping their children is preparing them for school
and teaching them to work hard and be respectful (Smith, Stern, & Shatrova, 2008). There is no
doubt that immigrant parents can be helpful for schools but lack of knowledge in the American
school system and limited English skill have prevented them from meeting such responsibility.
They need guidance; schools need to introduce them to school policies, procedures, and grading
systems. Translators and translations must be provided. At least once a year, schools should
plan a social or conversational meeting with parents in order to promote understanding about
parent’s background and culture, including their expectation of the school (Rhodes & Paez,
1998). Parental involvement in children’s education is important for American as well as
immigrant parents. Immigrant parents’ involvement can have a great impact on their children’s
academic success. In fact, immigrant parents and their high expectations of their children’s
education will usually increase their children’s learning motivations (Zhou & Booth, 2009).
Many researchers agree that to improve children’s achievement, schools cannot work alone.
They need to build partnership with parents, both American and immigrant parents;
Burmese Parents’ Perspectives Toward Education 6
unfortunately, figuring out ways to get parent’s involvement remains challenges for schools and
districts across the U.S. District-level strategies include teacher training, assess communication
between homes and schools. Nonetheless, parent involvement continues to be a policy on paper
that seems a long way from practicing. Most schools are obligated to include parents as partners,
but there is no pressure to do so (Mitchell, 2008). To engage immigrant parents with schools
seems much more complicated than to engage American parents. Communication strategies
must be carefully planned and schools must initiate the action. It is a crucial step for schools to
recognize the diversity of the populations and be attentive to parents’ concerns and individuals’
perspectives regarding involvement. It is the school’s responsibility for getting parents involved
(Keane, 2007). Experts agree that parental involvement effects children’s learning. The
question is how schools and homes find a common ground to work together and what parents can
do within their capability to assist schools.
Purpose of the Research
During their struggling period while seeking shelter in neighboring countries and survival
in the crowded refugee camps, both Burmese parents and children face a number of hardships to
make ends meets. The children, in particular, have limited access or not at all to formal
education (Barron, Okell, Yin, VanBik, Swain, Larkin, Allot, and Ewers, 2007). Many of them
come to the U.S. very ill-prepared for schooling. However, the children have to enter ageappropriate classes in elementary, middle, or high schools and they have no choice (Hunter,
2005). These under schooled new immigrant children, who typically have been in the U.S. for
four years or less, usually perform three or more years below grade level in math and other core
subjects (Ruiz-de-Velasco, Fix, & Clewell, 2002). It takes nearly three to five years to acquire
oral proficiency in a language (Garcia, 1994). Ovando and Collier (1995) stated that it typically
Burmese Parents’ Perspectives Toward Education 7
takes five to seven years for non-English speaking children to master academic English as used
in reading, writing, and listening. It seems almost impossible for them to catch up!
According to the enrollment records kept by Fort Wayne Community Schools (FWCS),
nearly 4,000 students of its 31,500 enrolled students speak languages other than English at home
or have other languages besides English as their first language. FWCS now has nearly eighty
different languages spoken and Burmese is its second largest non-native English population in
FWCS (Abrams, 2010). Children are struggling and they need all the help they can get in order
to excel. Schools cannot do it alone. They need to get immigrant parents involved.
To address challenges and concerns of the Burmese immigrant families in the school
system, this research was designed and conducted to study the group. Due to limited research in
this area, it is very hard to find studies and information on this particular group. There is a sense
of urgency and it is more important than ever to connect homes and schools together; the
children are sinking! This pilot study on Burmese parent immigrants was intended to explore and
to understand Burmese immigrant parents’ concerns and thoughts to initiate collaboration
between homes and schools. In collaboration with schools, Burmese parents can play an
important role in their children’s academic success.
Research Method
Survey
This study used a survey. It consisted of 22 questions (see Appendix A for the English
version and Appendix B for the Burmese version). To eliminate language barriers, I gave
instructions in Burmese to the participants as a group, and each participant completed the survey
(the Burmese version) anonymously. All participants were allowed to write their responses and
comments in Burmese, that later were translated into English. Though the questions were
Burmese Parents’ Perspectives Toward Education 8
multiple choices, open-ended comments were also solicited. The Statistical Package for the
Social Science (SPSS) was used to analyze the data. All written comments from the participants
were also included in data analysis. The questions on the survey can be categorized into five
areas as follows:
1. Parents’ demographics, including, age, gender, marital status, educational
backgrounds, time stayed in refugee camps and time stayed in the U.S, and how they
came to the U.S.
2. Parents’ expectations of their children’s education.
3. Parents’ understanding of parental involvement.
4. Communication between schools and homes.
5. Parents’ knowledge of available services.
Participants
Table 1 Demographics
Ethnicity
Burman
Mon
Kayin
Muslim
20-25
1
Ages
26-35 36-45
5
7
1
1
1
46-55
2
Marital Status
Single
Married
Yes
Yes
Yes
yes
Total
Gender
Male
Female
6
6
1
2
1
1
1
10
8
18
There were eighteen parents participating in the study; 56% of the participants were
Burmese fathers and 44% were Burmese mothers, who are actively involved in the New
Immigrant Literacy Program (NILP), Fort Wayne, Indiana. It is worthy to note that 100% of the
eighteen parents were from two- parent households. They represented diverse Burmese ethnic
minority groups, i.e. Burman, Mon, Kayin, Muslim, etc. In Burma, there are many ethnic groups.
Burmese Parents’ Perspectives Toward Education 9
Each group cherishes its own cultures and languages. There are one hundred and thirty different
languages spoken in Burma; however, Burmese is an official language in Burma.
The IPFW New Immigrant Literacy Program (NILP) was founded in 2003 in the
makeshift classroom apartment. In 2006, the program relocated to the Indiana University Purdue
University Fort Wayne (IPFW), under supervision of the Educational Studies Department /
School of Education. Hundreds of Education major students volunteer with the program. The
program is designed to support English reading, speaking, math, and literacy skills of recent
immigrant students (ages 6 to 15) to the city of Fort Wayne, Indiana.
All of the participants’ children attended elementary schools or middle schools in local
school districts and private schools in the Fort Wayne areas. For many consecutive years, these
parents continuously brought their children to Saturday tutorial sessions with the (IPFW) New
Immigrant Literacy Program (NILP) for additional help all year round. The parents themselves
also benefited from services provided such as translation, adult English classes, advising,
networking with other parents, etc. One of the program’s required activities was the parent
workshops. Participants’ parents attended at least two workshops per school year to keep them
well-informed and up-to-date on educational related issues.
Table. 2 Educational Backgrounds
Education
Level
Elementary
Middle School
High School
Some college
Total
Gender
Male
Female
0
4
2
4
10
1
1
5
1
8
Total
1
5
7
5
18
Time Stay in
the U.S.
Less than 2 yrs.
5 – 10 yrs.
11 – 15 yrs.
More than 15yrs.
Total
Gender
Male
Female
1
9
0
0
10
2
6
0
0
8
Total
3
15
0
0
18
Burmese Parents’ Perspectives Toward Education 10
The participants had different educational backgrounds; 5.5% of the participants had an
elementary education, 27.8% middle school, 38.9% high school, and 27.8% some college. In
their responses to the survey question 21(see Appendix B), 61% of the parents enrolled their
children in the NILP because they expected their children to excel in their reading and math skill.
33% of the parents wanted extra tutoring, so the children could do well in schools. This showed
that parents’ educational backgrounds did not impact their support for their children’s education.
These Burmese parents, like other Asian parents, shared a similar belief in education; they
ascribed great weight to the pursuit of academic success (Stevenson & Lee, 1990). They had
high educational expectations for their children (Zhou, 1997).
On the other hand, the time they lived in the U.S. varied. 22.2% of the parents lived in
the U.S. for less than two years and 77.8% of them for five to ten years. It is important to take a
closer look at the time they lived in the U.S. since it could impact their involvement in children’s
education. In addition, 90% of the participants entered the U.S. on refugee status. Starting a new
life required long working hours and learning English. These struggles could have an effect on
their involvement in schools. According to the Table 2, a percentage of the participants who
have been in the U.S. for 5 to 10 years were larger than the participants who have been living in
the U.S. less than five years. It indicated that time-stayed could have impact on parents’
involvement. It is possible that the Burmese parents who have been living in the U.S. long
enough are more likely to understand English, be financially stable, be employed, and own
transportation, etc. These factors could reinforce parents’ ability to be engaged in children’s
education.
Burmese Parents’ Perspectives Toward Education 11
Data Analysis
Parents’ Expectation of Their Children’s Education
Chart 1
What do you like about America?
Starting
new life
6%
Job
opportunity
6%
Edcuation
opportunity
88%
Educational opportunity in the U.S. appeared to be the main attraction for the Burmese
immigrant parents; 88% of the parents agreed. It is important to note that the parents wanted
such an opportunity for their children rather than themselves. The immigrant parents may not
have had that same opportunity in their native country (Thao, 2009). Based on Chart 1 the
participant parents arrived with a deep respect for the U.S. schools’ system. Schools should view
parents’ commitment to education as the strength in helping to encourage children’s learning.
These parents resettled here for their children. They are fully invested in their children’s future
(Kugler & Price, 2009).
Parental Involvement
Chart 2
Chart 3
Do you think you are involved in
your child's education?
Not sure
17%
No, I
don't.
6%
Yes, I do.
77%
Burmese Parents’ Perspectives Toward Education 12
Many researchers have found that parent involvement in schools is an effective strategy
for promoting students’ achievement. Yet schools struggle with ways to recruit and involve
parents, especially recent immigrant parents (Golan & Petersen, 2002). As shown on Chart 2 and
Chart 3, the Burmese parents showed the contradiction in their view about parental involvement.
As high as 77% of the parents thought they were involved in their children’s education; however,
the same group was divided, 50% versus 50%, when they were asked about their attendance at
schools’ activities. In their view, parental involvement would not limit to “showing-up” at
schools’ activities or events. Schools should explain to immigrant parents how physical presence
is important and it is expected. To understand the parents’ point of view, it could help schools to
better strategize to getting immigrant parents involved.
Communication between Homes and Schools
Chart 4
Chart 5
How do you respond to school letter/survey?
Does your child’s school send important letter/document home in the
language that you can understand?
Always
22%
Seldom
39%
Sometimes
39%
Always
39%
Seldom/Never
39%
Sometimes
22%
Chart 5 shows that schools did not do enough in keeping the immigrant parents informed
and connected. It was only 39% of letters/documents have been sent home compared to a total
of 61% of parents, who never or sometimes received anything from schools in the language they
could understand. That could be an answer to the low 22 percentage of parents’ response to
schools’ letters/surveys, demonstrated in Chart 4. Communication is a key to homes’ and
schools’ connection; however, schools should initiate such interaction. In fact, it is time for
schools to move parental involvement strategies beyond business as usual. Simply translating
Burmese Parents’ Perspectives Toward Education 13
flyers for current programs into the parents’ language is an important first step but is not
sufficient. A variety of communication styles should be implemented and conducted, i.e.
telephone call, home visit, meeting, etc. with competent translators available.
Chart 6
Chart 7
Do you know your child's teacher and
school's contact number?
11.1% No, I don't.
88.9% Yes, I do.
In this pilot study, 45% of parents had never made a phone call to school (Chart 6) while
as high as 89% of the parents had the contact number of teachers and schools (Chart 7). For
immigrant parents, the language barrier stands in the way of parent involvement in schools and
in their children education (Friedman, 2006). In their own words, the parents voiced similar
challenges, “My limited English is my weakness. It’s difficult for me to understand what people
are saying. That makes me feel embarrassed. I feel like people look-down at me because I
cannot read and write in English.” Evidently limited English skill could limit immigrant
parents’ involvement in schools. Without the translation services, they cannot participate (Lee,
2004). To reach out to the group; translation service should be provided. For the better result, a
verbal interpretation services must be put in place (New York Immigration Coalition, 2004). A
staff or a liaison at school who could speak the language they could understand in school,
immigrant parents would be unafraid to contact schools or even so, be more actively involve.
Burmese Parents’ Perspectives Toward Education 14
Parents’ Knowledge of Available Services
Table 3
Table 4
56% from classroom
Do you know where your
How do you learn about
teacher
child can get
your child’s progress?
39% from a report card
help/tutoring/educational
5% from children
service?
72% said they do not
know.
28% said they do.
The data showed in Table 3 reflected how immigrant parents counted on teachers; 56% of
the parents depended on classroom teachers to inform and to address their children’s learning
progress; teachers were their eyes and ears. However, 39% of the parents got such information
from a report card; what these parents have entailed; they have minimum access to their
children’s teachers or the parents have not made an effort to meet teachers. Whatever reason
behind it would be; schools should reach out and get them involved. According to data showed
in Table 4, 72% of the parents did not know where to get educational services or assistances. It
was considerably high and unacceptable; as stated in the previous section, most of the
participants have been in the U.S. from 5 to 10 years, their lack of knowledge of services
available, demonstrated how the families have been profoundly underserved. Schools should
understand such drawback; the immigrant parents would not equip themselves with information
like other American parents would know. Schools needed to keep them well-informed; the more
they know, the more they can get involved.
Conclusion
Due to political issues in Burma, Burmese immigrant parents left their country to seek a
new life. Through the U.N.H.C.R resettlement program and other immigrant statuses, they
became new immigrants in the U.S. Like most of Asian immigrants, the Burmese parents
entrusted their children’s educational needs to schools and respected teachers and their
Burmese Parents’ Perspectives Toward Education 15
professions. Despite of their educational backgrounds, the Burmese immigrant parents
demonstrated positive attitudes toward education. They valued education and had high
expectations on the American education. They displayed their involvement via efforts and
commitments in supporting their children.
Though the parents valued education, lack of knowledge about educational services and
assistances could minimize their ability to help their children. Informative workshops,
orientations, meetings, or family night could help. Schools and teachers should inform parents
about local agencies for educational assistances and services, so they can find help when needed.
A limited English skill is a major obstacle for immigrant parents to get involve in their children’s
education; translation should be done by qualified staff and it should not be limited to school
flyers/documents. Verbal communication can be more effective; Burmese speaking liaisons
should be on staff, so parents know there will be a person who can understand them at schools
when they call.
Burmese Parents’ Perspectives Toward Education 16
References
Abrams, H. (2010). Police, 911 tongue-tied in Burmese community. Fort Wayne
Journal Gazette. A1-A8.
Barron, S., Okell, J., Yin, S., VanBik, K., Swain, A., Larkin, E., Allott, A., & Ewers, K.
(2007). Refugees from Burma: Their backgrounds and refugee experiences.
Cultural Profile No. 21. Washington, DC: Center for applied Linguistics.
Retrieved October 10, 2007, from Online:
http://www.cal.org/co/pdffiles/refugeesfromburma.pdf.
Editionals. (2010). Abandoned upon arrival. The Journal Gazette, pp. A1.
Friedman, A. (2006). Civil Rights for Immigrant Parents. Drum Major Institute for
Public Policy, P1-2.
Garcia, E.E. (1994). “Hispanic” children: Effective schooling practices and related policy
issues. In N. Ellsworth, C. Hedley, & A. Baratta (Eds.), Literacy: A redefinition
(pp.77-87). Hillsdale, NJ: Erlbaum.
Golan, S., & Petersen, D. (2002). Promoting Involvement of Recent Immigrant Families
In Their Children’s Education. SRI International, P1-8.
Hunter, D. (2005). Taking it one word at a time. The Communicator, pp. A1-2.
Keane, T. (2007). Improving parent involvement in schools: A cultural perspective.
River Academic Journal, Vol. 3(2).
Kugler, E., & Price, O. (2009). Helping Immigrant and Refugee Students Succeed:
It’s not Just What Happens in the Classroom. Center for Health and Care
in Schools, P1-5.
Burmese Parents’ Perspectives Toward Education 17
Lee, H. (2004). Voices That Must Be Heard: School restructuring doesn’t solve
immigrant parent access problems. New York Community Media Alliance,
112 (22).
Mitchell, C. (2008). Parent Involvement in Public Education: Research for Action,
P1-4.
New York Immigration Coalition. (2004). Denied At the Door: Language Barriers
Block Immigrant Parents from School Involvement. Advocates for Children
of New York, p. 1-4.
Ovando, C., & Collier, V. (1995). Bilingual and ESL Classrooms: Teasing in
Multicultural Contexts. New York: McGraw-Hill.
Rhodes, R., & Paez, D. (1998). Immigrant Parents and School A Handout for Teachers.
National Association of School Psychologists, P1-2.
Ruiz-de-Velasco, J., Fix, M & Clewell, C.B (2002). Overlooked and Underserved.
Harvard Educational Review, P-1.
Smith, J., Stern, K., & Shatrova, Z. (2008). Factors Inhibiting Hispanic Parents’ School
Involvement. The Rural Educator, P8-13.
Sohn, S., & Wang, X.C. (2006). Immigrant parents' involvement in American school:
Perspectives from Korean mothers. Childhood Education Journal. Vol.34, 125126.
Stevenson, H. W., & Lee, S. (1990). Contexts of achievement: A study of American,
Chinese, and Japanese children. Monographs of the society for research in Child
Development , 55(1-2, Serial No.221).
Thao, M. (2009, December). Parent involvement in school Engaging immigrant parents.
Wilder Research, P1-4.
Burmese Parents’ Perspectives Toward Education 18
The Associated Press. (2006). 9,300 Burmese may get political asylum in U.S.
Fort Wayne News-Sentinel, pp. A1, A6.
Waterman, R., & Harry, B. (2008). Building collaboration between schools and parents
of English language learners: Transcending barriers, creating opportunities.
National Center for Culturally Responsive Educational Systems. Arizona State
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7(1), 2-3.
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KYAW T. SOE: Since late 1990’s he has been helping Burmese immigrant children and
families with education related issues. He currently serves as a Program Coordinator at
New Immigrant Literacy Program at Indiana University/ Purdue University Fort Wayne.
He resides in Fort Wayne with his wife and is the father of three children.
Burmese Parents’ Perspectives Toward Education 19
Appendix A:
The Burmese Parents Survey
(English)
Burmese Parents’ Perspectives Toward Education 20
The Burmese Parents Survey
1. What is your age?
◊ 20-25
◊ 25 – 35
◊ 36 – 45
2. What is your gender?
◊ Male ◊ Female
◊ 46- 55
◊ 56 - 65
3. What is your marital status? ◊ single ◊ married with children ◊ single parent
4. What is your ethnic group?
◊ Mon ◊ Kayin ◊ Burman
◊ Shan ◊Chin
◊ Ra Khaing ◊ Muslin
◊ other
5. How long have you been in Fort Wayne/ the U.S?
◊ less than 2 yrs.
◊ 5 – 10 yrs. ◊ 11 – 15 yrs. ◊ more than 15 yrs.
6. How did you come to the US?
◊ Refugee Resettlement Agency ◊ Spouse visa ◊ Family sponsorship
◊ Green Card/Lottery ◊ Asylum ◊ Work Visa ◊ Church Sponsor ◊ Other ………..
7. What was your educational background in Burma?
◊ Elem. School ◊ Middle school ◊ High School ◊ Some college ◊ College graduate
8. How long have you stayed in the Refugee Camp in Thai-Burmese border?
◊ never ◊ 1 – 5 yrs. ◊ 6 – 10 yrs. ◊ 11 – 15 yrs.
◊ more than 16 yrs.
What is the camp name? ...................................................................................................
9. What do you like about America?
◊ Education opportunity
◊ Job opportunity
◊ Starting new life
Explain……………………………………………………………………………………
………………………………………………………………………………………………
10. What do you NOT like about America?
◊ foods
◊ weather
◊ language ◊ cultures
◊ other …………..
Explain……………………………………………………………………………………
………………………………………………………………………………………………
11. What kind of challenges you are facing now?
◊ foods
◊ weather
◊ employment ◊ language ◊ other
Particularly in ………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………..
12. What is your concern about your children’s education?
Burmese Parents’ Perspectives Toward Education 21
◊ funding
◊ school choice
◊ grades
◊ teacher
◊ other …………………….
13. Do you like to attend your child’s school activities?
◊ No, I don’t. ◊ Yes, I do. ◊ Not worthwhile to attend
◊ do not have time. ◊ Other
14. How often do you respond to any school survey or letter?
◊ never ◊ seldom ◊ sometimes ◊ always
15. How often do you call/contact with your child’s teacher?
◊ never call
◊ will call
◊ 2-3 times/month
◊ 2-3 times/year
16. Do you know your child’s teacher and school’s contact number/person?
◊ No, I don’t
◊ Yes, I do.
17. Do you think you are involved in your child’s education?
◊ No
◊ Yes
◊ not sure
If so, please explain how?
………………………………………………………………………………………………
………………………………………………………………………………………………
If you do not, please explain why?
◊ don’t have time
◊ cannot speak English ◊ work schedule ◊ other …………….
…………… ………………………………………………………………………………
…………………………………………………………………………………………….
18. How do you learn about your child’s progress e.g. strength, weakness, etc.?
◊ classroom teacher ◊ report card
◊ my child ◊ friends
19. Do you know where your child can get help/tutoring/educational services if he’s needed?
◊ No, I don’t.
◊ Yes, I do.
◊ not sure
20. Does your child’s school send important documents/letters home in the language that you
understand?
◊ never ◊ seldom
◊ sometimes ◊ always
21. What is a reason why you sent your child to the IPFW New Immigrant Literacy
Program? ◊ extra tutoring ◊ improving reading/math skill ◊ friendly environment
◊ other Please explain ......................................................................................................
……………………………………………………………………………………………
………………………………………….……………………………………….…….…….
22. Do you see any progress or any particular improvement since your child attends the
IPFW program?…………………………………………………………………… …….
………………………………………….……………………………………….…….…….
Burmese Parents’ Perspectives Toward Education 22
Appendix B:
The Burmese Parents Survey
(Burmese Version)
Burmese Parents’ Perspectives Toward Education 23
Burmese Parents’ Perspectives Toward Education 24