Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Catherine Compton-Lilly
Abstract
This dissertation explores the cultural capital and literacy practices of Chinese immigrant families residing in a Southeastern U.S. city. Using an ethnographic case study approach, the research examines two groups of Chinese immigrant parents: those with higher educational backgrounds and those who are restaurant owners. The study investigates how parents’ educational and cultural backgrounds influence their perceptions of and commitments to their children’s education, as well as their home literacy practices. It also explores their understanding of the model minority stereotype and their views on educational equity in the U.S. The findings reveal that both groups of parents value education and support their children’s learning but differ in their approaches to educational involvement and literacy practices. These differences are shaped by their distinct cultural models, reflecting their unique experiences and perspectives. The study concludes by emphasizing the importance of recognizing and understanding the diversity within Chinese immigrant families and advocating for culturally responsive educational practices that support their children’s development and academic success.
Rights
© 2025, Yuechen Sun
Recommended Citation
Sun, Y.(2025). Exploring Cultural Capital and Literacy Practices in Chinese Immigrant Families: A Critical Ethnographic Case Study. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8352