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III MI: TIIITII TTTTTIIIITI IIITT I-Q‘iI 'I IIIIIIIIII’ IT" "I” I I,;. It? +33%} IqI‘vIII I I -.. —-c:- #2:; "~ £52: I TIT“T I'II'T I I E;‘I.TT IT; TTIIT.TIHT TTIO 4—-——‘- TIM TTII‘ VIII! IIIIIII' TIIIIIIITTTTI'TI. 'T..I‘I‘ II‘I‘I a. .r :1 -_. Q‘ ‘ in Q \h‘fil’ ‘l 5 .1 ’ . .‘ 1: 1". / £50 1’", (AA *1“ ’4 a l f; 4 ._ :'e-9r I S V - . “gaggifilzgaflfi ~§3€33 um “it? ‘ fNE‘S‘S 1 This is to certify that the thesis entitled A SURVEY: EDUCATIONAL CONDITIONS OF FOREIGN CHILDREN IN AN AMERICAN PUBLIC SCHOOL SYSTEM * presented by Kazuko Thornton has been accepted towards fulfillment of the requirements for Ph.D. , Education degree 1n m Major professor October 26, 1979 Date 0-7639 OVERDUE FINES: x'.’ {S .-._ . ,‘ 25¢ per day per item Q": {fifi‘i‘k‘ .‘ RETURNING LIBRARY MATERIALS: . R V‘ N brief: "I! 91 Place in book return to reunve ~ ‘ “"”" charge from circuiation records I. .- A SURVEY: EDUCATIONAL CONDITIONS OF FOREIGN CHILDREN IN AN AMERICAN PUBLIC SCHOOL SYSTEM By Kazuko Thornton A DISSERTATION Submitted to Michigan State University in partia] fuifiTTment of the requirements for the degree of DOCTOR OF PHILOSOPHY CoHege of Education 1979 @ Copyright by KAZUKO THORNTON 1979 ii ABSTRACT A SURVEY: EDUCATIONAL CONDITION OF FOREIGN CHILDREN IN AN AMERICAN PUBLIC SCHOOL SYSTEM By Kazuko Thornton This study arose from a concern about the educational conditions of increasing numbers of internationally transient children who attend Ameri- can public schools, designed primarily for the education of American children. The primary objective of the study was to survey attitudes, perceptions and opinions of foreign children, their parents and education/ cultural attaches of various embassies in Washington, D.C. about chil- dren's adjustment in American schools, possible effects of receiving a part of their education in the United States, problems and concerns aris- ing from the daily school life, parental participation in their children's educational processes in this country and other issues relevant to foreign children's schooling in America. In order to obtain a broader and more complete spectrum of the problem, three sets of questionnaires were developed: Questionnaire I for the child group, Questionnaire II for the parent group and Question- naire III for the embassy group. The population surveyed consisted of: l) 50 or 92 percent of the total fourth through eighth grade foreign students from three selected East Lansing public elementary and middle schools, 2) 88 or 87 percent of the total parents of the first through Kazuko Thornton eighth grade foreign students of the same three schools (most of the parents were graduate students at Michigan State University) and 3) 33 or 42 percent of Questionnaire III recipients. The findings were classified into 8 categories: l) perceived problems and concerns, 2) possible benefits of studying abroad for young children, 3) children's adjustment as perceived by their parents and the children themselves, 4) the relationship between parents' perceptions of their adjustment in this country and their children's perceptions of their adjustment within the school, 5) parents' views on the curricula and educational objectives, 6) degrees of parental participation in edu- cational processes of their children, 7) parental attitudes toward participation in school events and 8) opinions on parties responsible for various educational tasks specifically pertinent to foreign children. The two areas specifically addressed to foreign embassy personnel were deleted since the data, as originally planned, were not available. Major concerns were found to be possible difficulties in adapting and being re-oriented to the native school environments when they return. These difficulties were largely due to children's becoming deficient in their native language skills (i.e., writing, vocabulary and reading areas) and to their missing significant amounts of course content covered in the native schools while in this country. The response to the culture shock scale1 by both children and parents and other adjustment related items for children indicated a high level of adjustment for over 60% of the children. There was no signifi— cant relationship between the perceptions of children and parents about culture shock far the children. Kazuko Thornton The majority of parents were favorable toward the current East Lansing School programs and indicated their willingness to participate in various school activities but there was a small number of parents (about l0%) who expressed negative views about the school program and unwillingness to participate. About curricula, social studies course content was the only core subject viewed as deficient especially in world history and geography by about one-half of the parent group. Despite the parental concern about deficiencies in the native language skills, acquisition of the English language was considered to be the most important educational goal for their children. The response patterns of the parent and embassy groups were similar for all identical items used in the two questionnaires. Open-ended ques- tions provided additional insights and information. 1A culture shock scale was developed for this study. It consisted of l0 selected emotional reactions which may be experienced upon encoun- tering unfamiliar culture-bound situations. With Love and Respect I Dedicate This Dissertation to My Mother, Shizue Otaki. ACKNOWLEDGEMENT I am grateful to the many people who assisted me in this study. First and foremost I would like to thank my advisor, Dr. David Heenan, for his sound advice, support, and being always available to me. I am also indebted to Drs. Shiela Fitzgerald, August Benson, and Ralph Barrett for their constructive criticism and assistance in implementing and concluding the research. My sincere appreciation is also extended to: Dr. Walker Hill who, on short notice, made substantial contribu- tions at my oral defense as an alternate member; Dr. Arvo Juloa who gave me valuable suggestions on questionnaire development; and my former mentor, Dr. Carl Gross, whose encouragement and support through- out my doctoral education gave me confidence and the desire to complete the program. I also wish to thank all the staff of East Lansing Public Schools who had anything to do with this project. Without their cooperation, support, and interest this study could not have been realized. My special thanks go to Mrs. Sheri Claycomb, Ms. Rod Jacobs, Mr. Tony Egnatuk, and Dr. Robert Docking. I extend most special appreciation to my husband, Dozier, who has experienced the joys and difficulties of the last two years, and whose encouragement and understanding has helped me to persevere with this study. I also would like to extend special thanks to my seven year old son, Hugh, for his patience, interruptions, and pride in his mother's efforts which have made this task more challenging and reward- ing. iv TABLE OF CONTENTS CHAPTER Page LIST OF TABLES ........................................... viii I. THE PROBLEM .............................................. 1 Background of the Study ............................... l Statement of the Problem.. ............................ 6 Significance of the Study ............................. 7 Overview of the Study ................................. 8 II. METHODS AND INSTRUMENTATION .............................. l0 Plan of the Study ..................................... 10 Description of Population Surveyed .................... ll Foreign Children ................................... 12 Foreign Parents .................................... l4 Embassy Personnel .................................. l8 Instrumentation ....................................... 20 Pilot Study ........................................ 20 Development of Questionnaires ...................... 23 Validation of Instruments .......................... 25 Final Formats ...................................... 30 Data Collection ....................................... 30 Questionnaire I (QI-C) ............................. 3O Questionnaire II (QII-P)..... ...................... 33 Questionnaire III (QIII-E) ......................... 35 Methods of Data Analysis .............................. 38 Summary ............................................... 40 III. FINDINGS AND ANALYSIS OF QUESTIONNAIRE I DATA ............ 42 Additional Background Descriptions of the Child Group. 42 Finding Related to Perceived Adjustment (Children's Perceptions of Themselves and Others) QI-C - Items ll-37 ........................................ 43 Culture Shock (Item 38 a-j) ........................ 50 Children's Sources for Help and Companionship ...... 58 CHAPTER Page Deficit Areas in Native Language ...................... 61 Effect of English as a Second Language (ESL) Pull-out Program ............................................ 65 Work Load Related Findings ............................ 69 Results From the Open-ended Questions ................. 77 Difficult and Easy School Assignments .............. 77 Likes and Dislikes About the Present School ........ 80 Likes and Dislikes About the Native Schools ........ 81 Summary ............................................... 82 IV. FINDINGS AND ANALYSIS OF DATA FROM QUESTIONNAIRES 11 AND III............................................. ...... 84 Concerns Arising From Children's Learning Abroad Upon Their Return Home .................................. 84 Anticipation ....................................... 85 Areas of Difficulty ................................ 87 Parents' Plans to Minimize Probable Problems ....... 92 Findings Related to Native Language Issues ............ 94 Parents' Expectations .............................. 94 Areas of Deficiency in Native Language ............. 95 Parents' Plans to Help Children Continue Their Language Development ............................ 98 Findings Concerning School Curricula, Objectives and Work Load for Children ............................. 99 The Current School Program ......................... 99 Parental Views on General School Objectives... ..... 100 Information on School Programs ..................... 106 Parents‘ Views on ESL Program .............. . ....... 110 Work Load Related Findings ......................... 114 Findings Related to Parental Involvement and Partici- pation ............................................. 117 Parents' Sources for Information and Consultation.. 117 Participation in School Conferences ................ 119 Areas of Direct Involvement ........................ 122 Findings on Miscellaneous Issues ...................... 126 Item 18a, b ........................................ 126 Items 25c, d, e and k .............................. 128 Culture Shock of Children, Spouses and the QII-P Respondents as Perceived by the Respondents ........ 134 Values of Experiences Abroad as Perceived by Parents.. 139 Agents Perceived as Responsible for Selected Educa- tional Tasks ....................................... 143 Findings From the Open-ended Questions ................ 148 Findings From the QII-P Open-ended Questions ....... 148 Findings From the QIII-E Open-ended Questions ...... 154 Summary ............................................... 159 vi CHAPTER Page V. SUMMARY AND CONCLUSIONS .................................. 161 Summary of the Study .................................. 161 Findings and Conclusions .............................. 162 Strengths and Weaknesses of the Study ................. 169 Strengths ..... . .................................... 169 Weaknesses ......................................... 171 Implications of the Study ............................. 173 For Teachers and School Administrators ............. 173 For the School District and the Office of the Advisor to Foreign Students and Scholars at Michigan State University ....................... 175 For Foreign Parents ................................ 176 For Future Research ................................ 176 REFERENCES ...................................................... 179 APPENDICES A. QUESTIONNAIRES AND PRIMARY CORRESPONDENCE MATERIALS ...... 182 8 OTHER CORRESPONDENCE MATERIALS ........................... 219 C. A SEMI-STRUCTURED INTERVIEW GUIDE (PILOT STUDY) .......... 223 D SUPPLEMENTARY INFORMATION ON THE POPULATION SURVEYED ..... 226 E. OTHER CHILD GROUP DATA (QI-C) ............................ 231 F. OTHER ADULT GROUP DATA (QII-P; QIII-E) ................... 252 G. SUMMARY RESPONSES TO THE OPEN-ENDED QUESTIONS (QII-P; QIII-E) ............................................... 262 vii TABLE 2.01 2.02 .03 .04 .05 .06 .07 wNNNNN .01 3.02 3.03 3.04 3.05 3.06 3.07 3.08 LIST OF TABLES Summary Description of the Child Group .................... Countries of Origin (the Child Group) ..................... National Languages (the Child Group) ...................... Respondents; Children by Sex, Grade Levels, and Schools... Questionnaire Validation Procedures ....................... QII-P: Data Collection Schedule .......................... QIII-E: Data Collection Schedule ......................... Background Descriptions of the Child Group (QI-C Items 6-10) ..................................................... Perceptions of Classroom Climate by the Total Group, Sex and School Levels (QI-C) .................................. Distributions for Items 12-14 by Sex and School Levels (QI—C) .................................................... Distributions for Items 11-37 (QI-C) ...................... Distributions for Item 38, a Measure of Culture Shock (QI-C) .............................................. . ..... Distributions of "Culture Shock" by Eight Selected Varia- bles (QI-C).... ........................................... Kendall Correlation Coefficients of "Culture Shock" with Eight Selected Variables (QI-C) ................... . ....... Distributions of Period of Disorientation by the Total Group, School Levels, Sex, and Previous Learning of English (QI-C) ............................................ Distributions of Children's Sources for Help Relating to School Work (QI-C) ........................................ viii Page 13 14 14 17 26 34 36 44 46 48 51 53 55 56 57 59 TABLE Page 3.10 Distributions of Recess Playmates by the Total Group, School Levels, and Sex (QI-C) ........................ ..... 60 3.11. Distributions of Areas of Language Deficit Reported by the Total Group, School Levels, and Length of Stay in the United States (QI-C) ...................................... 62 3.12 Distributions for Item 42 by the Total Group, School Levels, and Length of Stay in the United States (QI-C).... 63 3.13 Distributions of Methods Used for Practicing Native Language (QI-C) ........................................... 64 3.14 Distributions for Item 49 (QI-C) .......................... 66 3.15 Item 49 Distributions by the Three Schools (QI-C) ......... 67 3.16 Item 54 Distributions by the Total Group and School Levels (QI-C) ............................................. 70 3.17 Item 55 Distributions by the Total Group and School Levels QI-C 00000000000000000000000000 o ooooooooo o ooooooooooooooo 7] 3.18 Distributions of Amount of Make Up Assignment by the Total Group, School Levels, and Lengths of Stay in the United States (QI-C) ............................................. 73 3.19 Item 53 Distributions by the Total Group, School Levels, and Lengths of Stay in the United States (QI-C) ........... 74 3.20 Distribution for Items 50 and 51 by the Total Group and School Levels (QI-C) ...................................... 76 3.21 Distributions of Time Spent for School Work by the Total Group, School Levels, and Sex (QI-C) ...................... 78 3.22 Distributions for Item 43 (QI-C) .......................... 79 4.01 Distributions for Item 4 (QII-P) .......................... 85 4.02 Distributions for Item 5 (QII-P) and Item I (QIII-E) ...... 86 4.03 Distributions for Item 5 by the Total Group, and Three Sets of Subgroups (QII-P) ................................. 88 4.04 Distributions of Perceived Areas of Problems by the Total Group (QII-P; QIII-E) ..................................... 89 ix TABLE Page 4.05 Distributions for Item 7 (a-e) by the Total Group (QII-P). 92 4.06 Distributions for Item 8 (QII-P)... ....................... 95 4.07 Distributions of Native Language Deficiency Reported by the Parent Group (QII-P) .................................. 96 4.08 Distributions for Item 9 by Length of Stay in the United States (QI-P) ............................................. 97 4.09 Distributions for Item 10 (a-h) (QII-P) ................... 99 4.10 Distributions for Item 12 (QII-P) ......................... 101 4.11 Distributions for Item 15 (QII-P) and Item 4 (QIII-E) ..... 102 4.12 Distributions for Item 15 (a, f, i) by Countries/Regions and Religion (QII-P) ...................................... 104 4.13 Distributions for Item 14 (QII-P) ......................... 107 4.14 Distributions for Item 14 (j-m) by the Total Group and Two Sets of Selected Subgroups (QII-P) ........... . ........ 109 4.15 Distributions for Item 14-i by School Levels (QII-P) ...... 110 4.16 Distributions of Parents' Views on Various Components of ESL Program (QII-P).. ..................................... 112 4.17 Distributions for Item 11 (h, i) by Three Selected Sets of Subgroups (QII-P) ................. . ....................... 113 4.18 Distributions of Responses Concerning the Amount of Make- Up Assignment (QII-P) ..................................... 115 4.19 Distributions for Item 18-C by the Total Group and Two Sets of Selected Subgroups (QII-P) ........................ 116 4.20 Distributions for Item 19 by the Total Group (QII-P) ...... 118 4.21 Distributions for Item 20, 25—i, 25-j by the Total Group (QII-P) ................................................... 120 4.22 Distributions for Item 22 by the Total Group (QII-P) ...... 121 4.23 Distributions for Items 25 (a, b) by the Total Group (QII-P) ...................... ........... ......... . ........ 123 TABLE Page 4.24 Distributions for Item 23 by the Total Group (QII-P) ...... 123 4.25 Distributions for Item 25 (f, g, h) by the Total Group (QII-P) ............................................. . ..... 125 4.26 Distributions for Item l8-a by Countries/Regions and Children's Grade Levels (QII-P) ........................... 127 4.27 Distributions for Item 18-b by Religions (QII-P) .......... 128 4.28 Distributions for Item 18 by the Total Group (QII-P) ...... 129 4.29 Distributions for Item 25-e by the Total Group and Four Selected Sets of Subgroups (QII-P) ........................ 131 4.30 Distributions for Items 25 (c-d, k) by the Total Group (QII-P) ................................................... 135 4.31 Distributions for Item 17 (a-l) by the Total Group (QII-P) 135 4.32 Distributions for Item 17 (a-l) by the High, Mid and Low Culture Shock Groups (QII-P).. ......... . .................. 138 4.33 Distributions of the Three Culture Shock Groups by Countries/Regions and Religions (QII-P) ................... 140 4.34 Distributions of Responses to Values of Experiences Abroad by the Joint Total Group (QUU-P; QIII-E) ........... 141 4.35 Distribution for Item 26 by the Total Group (QII-P) ....... 146 4.36 Distributions for Item 6 by the Total Group (QIII-E) ...... 147 0.01 Nations Represented by the Parent Sample .................. 227 0.02 Summary Description of the QII-P Sample ................... 228 0.03 Summary Description of the QIII-E Sample .................. 230 E.01 Distributions for Items 11-37 by the Total Group, School Levels, and Sex (QI-C) .................................... 232 E.02 Distributions for Item 38 (a-j) by School Levels (QI-C)... 235 E.03 Distributions for Item 38 (a-j) by Item 4 (QI-C) .......... 236 E.04 Distributions for Item 38 (a-j) by Sex (QI-C) ............. 237 xi TABLE Page E.05 Distributions for Item 38 (a-j) by Item 8 (QI-C) .......... 238 E.06 Distributions for Item 38 (a-j) by Length of Stay in the United States (QI-C) ...................................... 239 E.07 Distributions for Item 38 (a-j) by Item 10 (QI-C) ......... 240 E.08 Distributions for Item 38 (a-j) by Item 13 (QI-C) ......... 241 E.09 Distributions for Item 38 (a-j) by Item 14 (QI-C) ......... 242 E.10 Distributions for Item 46 by the Total Group, School Levels, and Sex (QI—C) .................................... 243 E.11 List of Difficult and Easy School Assignments for Children (QI-C) ........................................... 244 E.12 “Likes" and "Dislikes" About the Present School (QI-C).... 245 E.13 “Likes" and "Dislikes" About the School in Children's Home Countries (QI—C) ..................................... 249 F.01 Distributions for Item 5 by the Total Group, Lengths of Stay in the United States, Grade Levels, and Countries/ Regions (QII-P) ........................................... 253 F.02 Distributions of Perceived Problem Areas by the Total Group and Grade Levels (QII-P) ............................ 254 F.03 Distributions of Perceived Problems by the Total Group and Countries/Regions (QII-P) ............................. 255 F.04 Distributions of Re-adjustment Problem by the Total Group and Children's Sex/Grade Levels (QII-P) ................... 256 F.05 Distributions for Item 15 (QII-P) ......................... 258 F.06 Distributions for Item 4 (QIII-E) ............ . ............ 259 F.07 Distributions for Item 16 by the Total Group (QII-P) ...... 260 F.08 Distributions for Item 5 by the Total Group (QIII-E) ...... 261 xii CHAPTER I THE PROBLEM Background of the Study The majority of foreign children in the East Lansing Public Schools, mostly the dependents of foreign scholars and students at Michigan State University, are in a unique situation. Unlike their parents, whose stay on campus is facilitated by a number of services made available specifically for them by the University such as those provided by the Office for Overseas Study, Foreign Student Advisor's Office, English Language Center and the Community Volunteers for Inter- national Programs, the dependent children have been enrolled in the schools which are designed primarily for the education of American children. Although there are a significant number of foreign children in the school district, they are not qualified to receive bilingual educa- tion because the number of children from any given language group in one school has not reached the twenty or more required by the bilingual education program specified under Title VI of the Civil Rights Act of 1964. Even when some language groups may meet this requirement in the future, many believe that it is highly unlikely that all foreign children may receive such a benefit. In a response to a letter (Appendix B) which was mailed to about twenty superintendents of public school dis- tricts located in the vicinity of major universities throughout this country, the letter from the Superintendent of the Ann Arbor School District in Michigan summarized the general reactions of those who replied: . We serve only the Arabic children at Carpenter and Bryant Schools and the Spanish speaking children in Angell and Logan Schools. As you can see from the attached chart, many children are not being served by the program. We would prefer to teach English as a second language with- out the requirement of teaching academic subjects bilingually. With so many languages, we cannot do this. It would make more sense for us to be able to serve all non-English speaking children instead of the overall group presently being served. Any school system with a transient foreign population will continue to find it almost impossible to meet the requirements of the law. We are not at all satisfied with Public Act 294. The mobility of foreign university students in Ann Arbor makes it difficult for us to plan from year to year, for the groups vary continu- ously. Many children are with us for one or two years only; they then return to their native lands. We are unable to tutor children in many languages in all academic subjects.1 In addition to a lack of English proficiency among most foreign children and the complex situation imposed by the Bilingual Education Act,2 a number of conditions were observed in the East Lansing Public Schools which prompted this study. 1. The curriculum and educational objectives are designed primarily to meet the wants and needs of American children except for additional 1A letter by Dr. Harry Howard dated March 1, 1979 was cited in part with his permission. 2Further information pertinent to this study was not included among the responses made by the superintendents or other personnel designated by them. three to five hours per week of English instruction as a second language for non-English speaking students. The use of such a standard curricu- lum raises a question with regard to the relevance of some subject areas, for example, some social studies courses which are designed primarily to help children to become well-adjusted American citizens. 2. Interviews with some classroom teachers show that without any special curricular guidelines or instructional materials with appropriate level of English usage, or adequate information on the child's education- al and cultural background, they either improvise their daily instruction according to a teacher-observed student's ability or sometimes ignore the presence of foreign students by treating them as if there were no special differences in their needs. Furthermore, a lack of information of the child's cultural and educational background may negate the teachers' effort to incorporate foreign children, the first-hand bearer of foreign culture, in teaching cultural lessons to other children. 3. The requirement of the standard curriculum, the English class as a second language, and for some children, additional lessons in the native language after school seem to be an extra heavy load, expecially for younger children. 4. Some foreign parents have expressed their concern about their children behaving in a manner contrary to their cultural norms and stand- ards. In order to get along well socially in schools, some foreign chil- dren may have behaved like Americans, perhaps at the expense of their own cultural identities. Do the schools actually encourage the behavioral conformity on the part of their students? 5. There are few planned programs to help the children of foreign students to become adjusted to their new environment. There are few trained specialists to assist these children with their unique problems throughout the school year. There are few, if any, programs to prepare them for their return home; that is, there are practically no programs which help students integrate the norms and values acquired in this country with those of their countries. These observations raised a number of questions concerning the educational conditions of foreign children in American public schools. Upon surveying the literature, however, information related to this concern could not be found for there is a scarcity of information on the state of education for foreign children in American public schools. There is literature indirectly related to some parts of this study, such as sociological and anthropological studies concerning expatriate communities, various types of Americans abroad, and a “Third Culture" theory (Cohen, 1977; Mantel, 1973; Nash, 1970; Useem, 1966; Useem et al., 1963). Most of these studies, however, deal primarily with the adult world and the sociological implications of their life style and their interactions with the host society at large. Although many of these studies were useful in understanding the general scope of cross-cultural experiences, they are not included in the discussion here due to their seeming remoteness from the topic under consideration. Also available are a variety of other research studies concerning foreign students in higher education, achievement related problems of American minority children, and bilingual and bicultural education (Brislin, 1973-1977; Brislin et al., 1976; Harms, 1973; Cazden et al., 1972; Stewart, 1966), but that literature, too, is not included here because its focus is quite different from this study, which is foreign children in American public schools. Many of these studies are cited in the Bibliography. The research most closely related to this area deals with the English education of Indo-Chinese refugee children in the United States (Center for Applied Linguistics Bulletin, 1976). This study, however, focuses only on linguistic and methodological aspects of English educa- tion. Furthermore, there is a considerable difference between the refugee children and the children under consideration in this study. That is, these refugee children with permanent resident status are assumed to aspire to become members of this society while the children who are being considered in this study reside in this country only on a temporary and short-term basis. This difference seems to affect con- siderably the educational goals and processes of each group of children. Other research, somewhat but only indirectly related to the topic, deals with the problems of school-age Japanese children readjusting to the aca- demic and behavioral standards of their native land after having stayed in the United States for two to five years (Murase, 1978). Although this study has provided some insights into the nature of Japanese children's experiences upon their return home, it deals only with a particular cultural group and does not specifically discuss the educa- tional needs and status of the children while in American public schools. It does not serve, therefore, as a direct reference to this study. In the absence of relevant literature and comprehensive informa- tion on the educational situation of foreign children, the sincere efforts of school officials and teachers may be expended in vain. They need a point of departure in order to improve educational opportuni- ties for foreign children. Research is needed which provides a prelimi- nary account of where foreign children stand in the American public school scene. Statement of the Problem The main objective of this study is to gather information which describes the overall conditions of education of foreign children in the selected East Lansing public elementary and middle schools. High school was excluded primarily because the enrollment of foreign students is con- centrated more in elementary and middle school levels. Specifically, information gathering is focused on the following areas of interest. 1) What are some of the problems and concerns perceived by foreign children, parents and foreign embassy personnel in Washington, D.C.? 2) What do the parents of foreign children and embassy personnel view as some of the advantages and disadvantages of studying abroad for young children? 3) How do foreign children and parents perceive children's adjust- ment to both social and academic demands of American public schools? 4) Is there a relationship between the parents' perceptions of their adjustment in this country and the children's perceptions of their adjustment within the school? 5) How do the parents of foreign children regard the curricula and educational objectives used in an American public school? 6) To what extent are foreign parents willing to participate in educational processes of their children while in this country? 7) What are some of the attitudes of foreign parents about communi- cating with school personnel regarding their children's educa- tion? 8) Who do foreign parents think should have responsibility for various educational tasks? 9) What are some of the issues which foreign embassy personnel in Washington, D.C. consider critical in understanding the long range impact of studying abroad for young children? 10) What kind of general educational problems, concerns and issues have been reported in the past years to embassy personnel by foreign residents in the United States? Significance of the Study It was the purpose of this study to contribute information which would be useful for the following reasons. 1. Some of the findings indicating strengths and weaknesses of current practices may serve as references for planning actions for improvement. Therefore, it may be of practical value to educators, foreign children and their parents of not only East Lansing but also of many other communities with similar situations. 2. Preliminary information is requisite for more scientific research. Some of the findings may help generate hypotheses and more investigations which could add more information to facilitate inter- national exchange for children. 3. It may encourage further progress in ways to integrate foreign children as resources for global education and multi-cultural curricula. 4. A focus on acquiring information about educational needs and attitudes of foreign children and parents may enhance their self- concept by capitalizing on some of their unique competencies and at the same time may help American children and teachers to broaden their per- ceptions of rapidly changing global realities. 5. It may provide some insights for developing a more universal and less parochial curriculum for the benefit of all children. Overview of the Study There is no published literature which is directly related to the research problem in this study. The only literature found which relates somewhat to this study has been reported in the section on the Background of the Study. In Chapter II, the methods and design of the study is presented in detail: the plan of the study, the population surveyed, the processes used in instrumentation, the procedures employed in collecting data and the statistical methods used for analysis of the data. Chapters III and IV contain the results of the study and the analyses of the data. In Chapter V the findings are summarized and the resulting con- clusions and implications are examined. CHAPTER II METHODS AND INSTRUMENTATION Chapter II contains the plan of the study, description of the population, the processes used in instrumentation, the procedures employed in collecting data and the methods of data analysis which were used. Plan of the Study A survey method was used to gather descriptive information from foreign children in East Lansing Public Schools, foreign students and scholars at Michigan State University who had children in East Lansing Public Schools and appropriate foreign embassy personnel about their perceptions and opinions concerning the present educational practices and the desirable curriculum for foreign children in American public elementary and middle schools. Permission was obtained from the District's Director of Instruction in July 1978 to conduct this study involving selected students of, and school visitations to, Red Cedar and Spartan Village Elementary Schools and Hannah Middle School. Also, permission was obtained from the Committee on Research Involving Human Subjects of Michigan State Univer- sity in May, 1979 since the data collection of this study would involve Spartan Village Elementary School and the residents of the married 10 11 housing units both of which are located on the University property. Parental permission for children's participation in the study as well as cooperation of principals and teachers of the three schools was also secured. Procedures to be followed for this study were the development of instrumentation, identification of subjects for the three selected groups, data collection, data analysis and presentation of the findings. Description of Population Surveyed The three groups of subjects surveyed in this study were: 1) foreign children attending East Lansing Public Schools, 2) foreign parents whose children attend the selected East Lansing Public Schools, and 3) educational or cultural attaches in various foreign embassies in Washington, D.C. These three groups were included in the population with the assumption that the combined survey results would provide a broader perspective on the educational status of foreign children in an American public school system, since each of these groups would likely possess unique information due to the differences in their occupational positions, age, experiences and areas of interest. For the purpose of this research, foreign parents are defined as those parents who possessed legal residency and citizenship in nations other than the United States and who were not in the process of applying for United States permanent residency or citizenship at the time of this survey. Foreign children are defined as those whose parents qualified as foreign parents as defined above and, thus those children who had been 12 born in this country were included so long as their parents reside in the United States on a temporary basis. The focus on the education of internationally transient children was believed to be maintained by this delimitation of the population. Foreign Children Foreign children in the East Lansing area are concentrated in three schools: Spartan Village Elementary School which is located with- in Spartan Village where one of the married housing complexes of Michigan State University is located; Red Cedar Elementary School which is near another university married housing complex, Cherry Lane; and Hannah Middle School which enrolls students from these two elementary schools as well as from four other elementary schools in the district. Of 144 elementary and middle school foreign children who attended the three East Lansing Public Schools, 54 fourth through eighth grade students were identified as subjects. Children of the third grade and below were not included in the sample due to a lack of skills and maturity required in responding to the questionnaire items. Of the 54 fourth through eighth grade students, 50 (92%) participated in the study. Two students were absent on the day of questionnaire administration and the other two were not included because of lack of parental consent for participation in the study. The 92% response was considered representative of this population. 0f the 50 who responded to the questionnaire, 24 were elementary and 26 were middle school students. Of those, 30 were boys and 20 were girls. These 50 children were spread in three schools: 9 in Spartan Village Elementary School, 15 in Red Cedar Elementary School and 26 in Hannah Middle School. 13 For 42 or 80% of all children surveyed, this was the first stay in this country. Their mean length of stay was 22 months, ranging from two months to over 99 months at the time of the survey. Eight children (16%) had been in this country prior to their arrival for this visit. The average length of their previous stay was 25 months. A summary descrip- tion of the sample is in Table 2.01. Table 2.01. Summary Description of the Child Group N Percent Total participants 50 100 Schools attended: Spartan Village Elementary 9 18 Red Cedar Elementary 15 30 Hannah Middle 26 52 Sex: Male 30 60 Female 20 40 Grade levels: 4th grade 13 26 5th grade 11 22 6th grade 10 20 7th grade 6 12 8th grade 10 20 The present stay is: The first visit to the United States 42 80 The second visit to the United States 8 l6 Lengths of stay by groups (for this visit only): 0-6 months 6 12 7-12 months 8 16 13-24 months 18 36 25-36 months 4 8 37 months and higher 14 28 Altogether 25 countries and 17 national languages were represented by these 50 children. Tables 2.02 and 2.03 show the distributions of 14 national origins and languages. Of 50 children, eight needed assistance by translators and the others could follow guided administration of the questionnaire in English. Table 2.02. Countries of Origin (the Child Group) Countries Represented N = 50 Percent Iran 8 16 Taiwan 5 10 Egypt 4 8 Brazil, Japan, Ethiopia 3 ea. 6 ea. Dominican Republic, Indonesia, Israel, Nigeria, Saudi Arabia 2 ea. 4 ea. Australia, Bolivia, Colombia, Finland, France, Guatemala, Hong Kong, India, Iraq, Jamaica, Korea, Norway, Peru, Rhodesia 1 ea. 2 ea. Table 2.03. National Languages (the Child Group) Languages Used N = 50 Percent Arabic 9 18 Farsi (Persian) 7 14 Chinese, Spanish 6 ea. 12 ea. Amharic, Japanese, Portuguese 3 ea. 6 ea. Bahasa Indonesian, English, Ibo, Finnish, French, Hindi, Korean, Norwegian, Shona 2 ea. 4 ea. Baluchi l 2 Foreign Parents A questionnaire was delivered to 101 persons who represent indi- vidual parents of 144 first through eighth grade foreign children in the 15 three selected East Lansing schools.1 Parents of all 144 children rather than of just fourth through eighth grade children were included in this sample because they all had valuable information to contribute to this study. Of those 101, 88 (87%) parents responded to the question- naire. Of 88, 87 represented 128 or 88% of the total elementary and middle school foreign students.2 (For one case, the data on the number of children were missing.) The high percentage of return makes it reasonable to interpret the results for the total population surveyed. The average number of children in the first through eighth grades each respondent had was 1.4. Fifty-two (59%) respondents had one child, 29 (33%) had two and 6 (6.8%) had three children. To the questions specifically related to school programs, social and academic adjustment,and other in-school experiences, it was assumed that about 35 parents, who had more than one child, based their responses on their observations of, and experiences with, two or three children attending different schools of different grade levels and/or different sexes. Table 2.04 shows the distributions of the 87 respondent's chil- dren by sex, grade levels and schools. Altogether, 37 countries were represented by 87 respondents (one case missing). Countries represented by more than 10 respondents are 1Actually, the questionnaire was delivered to 105 persons, but later it was found that four of them did not meet the criteria of being subjects of this population: two were becoming United States permanent residents and the other two were American citizens. The total of five children belonging to these four persons were not included in the 144 above. 2Of the 128 children represented by the 87 parents, 44 were stu- dents of grades four through eight. 16 Brazil (11) and Iran (10). Indonesia, Saudi Arabia and Taiwan were represented by five respondents for each. A complete list of the nations represented appears in Appendix 0 (Table 0.01). Of the 23 languages represented by the parent group, Arabic (17),Portuguese and Spanish (11 each) and Farsi (Persian) (10) were the most frequently used languages by this population. In terms of religious preference, 31 (35%) of 83 respondents (five cases missing) marked Islam, 22 (26%) Catholicism and 10 (12%) marked no preference. Other religions were represented by less than 10 subjects for each. The mean age of respondents was 37, ranging from 28 to 55 years of age. The average length of stay in the United States was 34 months and in East Lansing 30 months, both ranging from two to more than 99 months (maximum of 108 months). Of 84 respondents (four cases missing), 65 (77%) plan to return to their home countries while five (6%) indicated no plan to return to their home countries. Fourteen (17%) were unde- cided. Most of the respondents were male (81%) and were directly affili- ated with Michigan State University either as students or research fellows (85%). Out of 72 students, 55 (about 75%) were pursuing the Ph.D degree and 14 (about 20%) were working toward the Master's degree. Areas of interest pursued by those students were led by agriculture (about 54%). education (about 32%), social science (about 13%) and Arts and Letters (about 11%). Of 87 (one case missing), 48 (about 55%) of respondent's spouses had college level education. A summary description of the parent group is in Appendix 0 (Table 0.02). 17 Table 2.04. Respondents' Children by Sex, Grade Levels, and Schools Pattern of Distribution N Percent (Total parental subjects who provided data on children) 87 99 Number of parents with: One child 52 59.8 Two children 29 33 3 Three children _6_ 6.9 87 100 0 Boy(s) 58 45 3 Gir1(s) _48_ 54.7 106 100 O Boy(s) in elementary school 49 44.1 Boy(s) in middle school 12 10.8 Gir1(s) in elementary school 38 34 2 Gir1(s) in middle school ._12 10.9 111 99 9 Children in elementary school 75 78 1 Children in middle school 21_ 21.9 96 100 0 Children in Spartan Village 41 41 Children in Red Cedar 37 37 Children in Hannah gg_ 21_ 99 99 lst - 3rd grade children 65 60.1 4th - 5th grade children 22 20.4 6th - 8th grade children 21 19.5 18 Embassy Personnel Of the three groups of subjects in this study, the third group, education or cultural attaches of various foreign embassies, was assumed to be able to provide expert opinions based on their experiences through various contacts with their nationals residing in the United States. It was found, however, through the letters from various embassies, write-in comments on the returned questionnaires and telephone calls to the Office of the Dean of the Washington Diplomatic Corps, that the functions of cultural attaches differ considerably from one embassy to another, although providing educational and cultural information about their countries has been a common function. In addition, many of the education and cultural attachés1 in Washington D.C. apparently do not handle educational matters of children of their nationals who reside temporarily in this country. On educational matters some of their offices handle primarily graduate and post—graduate scholars studying in the United States. These findings made during the course of this study would, there- fore, indicate that the earlier assumption about expertise of education or cultural attaches was not true. Consequently, the results of responses on the questionnaire together with the low rate of return (42%) were considered not representative samples of this population as originally thought. That is, it was judged that those results be best handled not as expert opinions but rather as a reference from the Washington area parents with which the results of the parent samples from East Lansing 1In many embassies, the title, education attache, was non-existent. 19 might be compared on general issues concerning the education of inter- nationally transient children. This point was further clarified by the fact that the majority of 33 (42%) respondents were parents of children who attended American public schools. Several letters indicated that the questionnaire was circulated within embassies until it reached embassy personnel who had such children. With one embassy, the questionnaire was duplicated and given to several residents of the national colony who had children attend- ing the area public schools. Some embassy cultural attaches provided the names and addresses of personnel more appropriate for responding to such questionnaires. Other embassies wrote letters of apology saying that there were no appropriate personnel (that is, parents with child(ren) in public schools) who could respond to the questionnaire. In summary, an accurate description of the respondents who returned the completed questionnaire was not only difficult, but it was also found insignificant to this study as planned, since the majority of respondents lack the most important criterion, that is, their being experts who might have had information on a variety of problems, concerns and issues concerning the American public education of children from their respective countries. However, a summary of the demographic information (age, sex, country of citizenship, religion, occupational position and the number of years at the present position) of the 33 respondents is included in Appendix 0 (Table 0.03). 20 Instrumentation In this section, the procedures used in developing the three sets of questionnaires, the methods of validation of those questionnaires and a brief description of questionnaires are presented. Pilot Study In order to construct relevant questionnaire items, a pilot study was conducted. It consisted of: 1) 3) 4) 5) 6) Approximately one hour of interview with each of seven foreign parents of different nationalities who had had children in East Lansing public elementary and middle schools. About an hour and one-half of loosely guided group discussion with seven foreign students from different countries of grades six through eight. About a one-half hour of interview with each of three eighth grade foreign students of different national origins. School visitations to Red Cedar and Spartan Village Elementary Schools which took a total of five school days. The visitation consisted of participatory observation of English as the second language classes and the regular first through fifth grade classes of both schools. Informal conversations with some teachers of both schools men- tioned above which took place primarily during the lunch hours and recess times of those five days of school visitation. Personal experiences of the researcher as an eighth grade classroom teacher who had had about twenty foreign students in 21 her classes over two and one-half years and as an advisor to the school's International Club for one year (Hannah Middle School). 7) Recollections of direct and indirect experiences of the researcher as a foreign student in the United States which were primarily used for understanding areas relating to social and cultural adjustment of foreign persons. A semi-structured interview guide (Appendix C) was used to inter- view seven individual parents to facilitate the flow of ideas coming from them while maintaining the focus of the interview on their children and experiences in schools and the school programs in general. The seven parents interviewed were from Mexico, Saudi Arabia, Iran, Jordan, Nigeria, Indonesia and Egypt. They were identified and selected on the following basis: 1) that they had children who had attended one or more of the three elementary and middle schools mentioned earlier, 2) that interview subjects were planning to leave for their homelands before the actual survey would take place, 3) that they agreed to be available for the interview on the issues under consideration. Their identification was made with the assistance of some East Lansing school staff members. After receiving consent from seven persons, interviews were conducted at the interviewees' homes and MSU library conference rooms that were available on the dates of interview. Out of the seven parents interviewed, six had children in elementary levels and four had children in the middle school. The interviews, with their 22 permission, were recorded on cassette tapes for later analysis. Information which reflects foreign children's perceptions of school experiences was obtained from a group discussion session and two individual interviews. The seven students who participated in the group discussion were from Venezuela, Isreal, Thailand, Iran, Egypt, Japan and Colombia. Two individual interviews were made with students from Mexico and Taiwan, all of whom left this country prior to the actual survey. All the participants were middle school students who had had school experiences in their own countries and were able to compare the school experiences in two countries. In addition to the age levels and previous educational experiences in other countries, the ability to articulate the concerns and opinions about their current school experiences, will- ingness to participate and availability at the time of interviews (which took place during the summer of 1978) were major criteria used for selection of these students. The informal group discussion provided more insights and informa- tion than the two individual interviews, perhaps due to the relaxed atmos- phere and out-of—school setting (group discussion took place at the researcher's residence) which seemed to encourage a free flow of ideas and opinions. The group interaction also helped to generate more issues, concerns and opinions. The content of the discussion and the interviews were recorded after each session was completed. The role of the researcher in the discussion was to initiate, prompt, explore and facilitate smooth progression of discussions. With the permission of the principals and teachers of Red Cedar and Spartan Elementary Schools, these school visitations provided an 23 opportunity to better understand the situations at elementary levels. During the visitations, the primary goal of observations was to find out the activity levels, socialization patterns, the level of involvement in group learning situations and the general facial and body expressions of foreign children in the regular classrooms as well as in the class for only foreign children. In some classrooms, the researcher functioned as a temporary classroom aide which allowed her to move around the class- rooms more freely and seemed to have allowed a closer look at the chil- dren under observation. The results of the observations were recorded at the end of each visitation. Informal conversations with various teachers at the two elementary schools and principals of a middle school and an elementary school also contributed significantly in understanding the areas of concerns and the general school life of foreign children perceived by school personnel. Development of the Questionnaires Based on the findings of the pilot study (interviews and observa- tions), the decision to construct three sets of questionnaires rather than one or two was made. The reasons for this decision were: 1) there were significant differences in areas of interest and concern between children and parents, 2) experiences and kinds of information the three groups of people had would be different, 3) the ability to comprehend the English language would be differ- ent, especially between children and adult groups, 4) the concentration span between children and adult groups also would be different, 24 5) questions specific to East Lansing schools would be irrelevant to embassy personnel who reside in Washington, D.C. .In addi- tion, general concerns and philosophical issues were considered more appropriate for them to consider. In order to obtain a broader and more complete spectrum of the problem, it was thus necessary that these differences be accommodated by three sets of questionnaires. Questionnaire I (QI-C) was developed for children, Questionnaire II (QII-P) for parents and Questionnaire III (QIII-E) was developed for embassy personnel. The major considerations for developing QI-C were length, language and format aside from the relevance of the questions themselves. Since it was planned to administer the questionnaire during the school day, the length had to be short enough to be completed within one school period (about 45 to 50 minutes). The vocabulary and sentence structures used in QI-C had to be understood by foreign children of grade four who were the youngest subjects in this sample. The format needed to be clear and attractive and should facilitate quick progress. In terms of con- tent, general, philosophical and policy related questions were avoided. Only those questions which would elicit each child's feelings, percep- tions and concrete facts based on his/her direct experiences in school were included. The same points of consideration were also made in developing QII-P, however, constraints were less rigid. The content of QII-P was more comprehensive, including respondents' perceptions and opinions of the immediate situations as well as long range impacts of their children's studying in American public schools. In addition, there were items 25 asking for suggestions and value related questions. The major problem in developing QII-P was constructing relevant questions to all subjects of diverse backgrounds who had children from the first grade through the eighth. This limited considerably the specificity range of ques- tions. QIII-E was in part a duplication of QII-P except that all the items specific to East Lansing schools were deleted and more open-ended questions were added. The main purpose of QIII-E was to gather expert information on the general concerns and interests in the education of internationally transient children and on comparative views of schools in the United States and other countries. Open-ended questions were used in all three questionnaires for the purpose of providing an opportunity for free expression which was not possible with the structured questions and of gaining insights into other .areas relevant to this study which might not have been adequately covered in the questionnaire. Validation of Instruments The purpose of the instruments was to gather descriptive informa- tion and not to measure any specific constructs. It was desired, there- fore, that the instruments had content validity, more specifically face validity. To achieve satisfactory face validity for the instruments, comments and reactions of various experts and professionals on the drafts of the questionnaires were solicited and obtained. They were specifically asked to comment on item relevancy, readability, ambiguity, diction, response alternatives and any other aspects of the questionnaires. 26 Table 2.05 show procedures which were used in the validation of the three questionnaires. Table 2.05. Questionnaire Validation Procedures Drafts of the Questionnaires Reactions From Third drafts The Dissertation Director of the researcher Four drafts The Dissertation Director of the researcher An MSU professor, expert on questionnaire develop- ments Fifth drafts The curriculum director of East Lansing public schools Two elementary and middle school ESL teachers Two elementary and middle school administrators A seventh grade English teacher An MSU foreign student advisor An MSU professor (English Dept., English Language Center faculty) An MSU professor (Language Arts and Elementary Education) A foreign parent (doctoral student at MSU) Sixth drafts Three pilot testings (QI-C, QII-P) Pilot testing of the sixth drafts of QI-C and QII-P was planned to further improve face validity of the instruments. Since all the items of QIII-E, except for a few open-ended questions, were identical with parts of QII-P together with the difficulty of getting similar subjects to embassy personnel, QIII-E was not pilot-tested. 27 QI-C was pilot tested on two groups of students: seven 9th grade and six 3rd grade foreign students of East Lansing schools.1 They were from Argentina, Colombia, Taiwan, Iran, India, Haiti, Nepal, Nigeria, Brazil, Venezuela, Costa Rica and Peru. These seven 9th grade foreign students who had had experiences in the East Lansing middle schools were identified with the assistance of the East Lansing High School ESL teacher. With the permission of the District's Curriculum Director and the High School's Freshman-Sophomore Division Principal, an arrangement for the first pilot testing was made. Observation was focused on the students' reactions to the questionnaire itself, clarity of questions, detection of vocabulary difficulty and the time required for giving direction and completion of the questionnaire. The students were instructed to ask questions on whatever they had difficulty in understanding. Altogether five vocabulary words and three questions concerning how to respond to items that were thought not relevant to particular students were asked. In general, the administra- tion of the pilot test progressed without significant problems with 9th grade students. Another pilot test with the six 3rd grade students of Red Cedar Elementary School was arranged with the assistance of the principal 1The initial attempt was to have pilot subjects who were 4th through 8th grade foreign students attending schools other than East Lansing public schools since using East Lansing students meant the reduction of the true subjects. Contacts with other area school dis- tricts were made, but only to find there were not enough (5 to 10) appropriate students. There were many foreign children in Ann Arbor district, but due to the procedural and time constraints, East Lansing's 3rd and 9th graders, closest to the youngest and the oldest of the actual subjects, were used. 28 and the teachers of those six children. The six children were seated in a circle and the researcher read aloud each item. She moved on to the next item only after having seen everyone had marked the response properly. In the process, major problems with the method of administration and the format of the instru- ment were recognized. They were: 1) The third grade pupils had difficulty in following the item to be read and began leafing the pages of the questionnaire and as a result, lost their place when the next item was read. Some read the questions anyway thus reducing the attention to oral reading. 2) Their tendency to think aloud was observed. This might affect others' responses. 3) Difficulty with a significant number of vocabulary words and long sentences was also evident. Oral paraphrasing of those items with difficult words and/or long sentences helped their understanding. 4) Difficulty with certain concepts such as "nationality", "foreign", "native" was found. 5) Visual direction rather than oral alone was more helpful in showing how to mark the responses properly. 6) Out of the total 50 minutes, about 25 minutes were used for giving directions and getting their attention. Based on these two pilot testings, the sixth draft of QI-C was revised. To minimize the scattering of attention, a separate format was prepared for elementary subjects (4th and 5th graders) which 29 consisted of answer sheets; the questions would be given only orally. Nine Michigan State University students who attended 03 class (advanced reading class) of the English Language Center participated in QII-P pilot testing with the permission and cooperation of the Acting Director of the Center and the instructor of the 03 class. Meeting the comprehension level of those students meant that QII-P could be con- sidered reasonable in terms of the level of language used for most of the actual subjects who had been either graduated from the center or waived from attending it. The nine subjects for this pilot test consisted of two Saudi Arabians, three Japanese, two Koreans, one Colombian and one Greek. Out of the nine, six were unmarried; two were parents of pre-school age children; one was married without children. Because of these back- grounds, some questions concerning the education of children seemed to have presented some difficulties. In this regard, a direction that was given to them was "do the best you can; if necessary, please imagine that you are a parent of school-age children who attend American public schools." They were also requested to circle any words with which they had difficulty and items that were unclear. General readability seemed satisfactory, requiring only minor changes (two vocabulary items and two sentence structures). Because of their backgrounds, the relevance of items could not reasonably be checked by this testing. The length of the questionnaire seemed to be a problem. The actual time used in responding was about 30 minutes and the majority of them completed about two-thirds of the questionnaire. 30 The sixth draft of QII-P was revised based on the information provided by the nine English Language Center students. Final Formats The three sets of questionnaires and one set of answer sheets to QI-C were printed on different colored paper1 to improve attractiveness and to help avoid mixing up the returned questionnaires. The first page of each set and a portion of the first page of the answer sheets were designed to record demographic information. QI-C had an eight-page fold; QI-C answer set had five separate sheets; QII-P had a 12-page fold with the last page being blank; QIII-E had an eight-page fold with the last page blank. All the questionnaires used are in Appendix A. Data Collection Three different procedures were employed for data collection from the three groups of subjects. Each will be separately described below. Questionnaire I (QI-C) A separate record of foreign student enrollment was not available in the District's central office nor in individual schools except for Red Cedar Elementary School which had made a list in the early part of the 1978-79 school year. A minority list which included both American and foreign students at Hannah Middle School was made available to identify foreign students with the help of a few teachers. A ditto memo with a blank table (Appendix B) was delivered to teachers 1Colors of each questionnaire are: QI-C - light green, QI-C answer sheets - light orange, QII-P - light blue and QIII-E - yellow. 31 of Spartan Village Elementary School asking them to identify foreign children in their classes. The majority of the completed tables were collected. Three teachers did not complete the tables. For these three classes, the regular class lists were used to identify them with the assistance of the school secretary. An enrollment list by schools, grade levels and countries of origin was thus completed. This list, however, was altered several times due to the frequent movement of for- eign families and the findings that certain foreign parents were becoming and/or became United States permanent residents or citizens. Of 50 fourth through eighth grade students of the three schools, eight were identified by the ESL (English as a second language) teacher of each school as those who would require translator assistance in answering QI-C. All of these eight students attended Red Cedar School. Six translators (of Spanish, Portuguese, Japanese, Chinese, Arabic and French) who were introduced to the researcher by various officers of Michigan State University Nationality Clubs, volunteered their services. The date, time and place for administration of QI-C were arranged with the principals of the three schools with the cooperation of class- room teachers who agreed to release students for approximately 50 minutes. Twenty-five parents who had not returned the parental consent form (Appendix A) within one week were contacted by telephone and 24 of them gave oral permission with the understanding that the forms would be sent as soon as possible. Administration of QI-C took place four times on April 24 through April 26, 1979. After the purpose of this questionnaire was explained to 26 students at Hannah Middle School, they were asked to give 32 uninfluenced opinions. Their anonymity was also promised to them. Each student worked independently, and the researcher went around the room to assist those who needed help. It took about 25 to 35 minutes for completion except for three students who took about 55 minutes with assistance. At Red Cedar School, explanations were given to the six transla- tors about the goal of, and procedures for, questionnaire administration. The desks were arranged so that there were maximum distances among six small and one large groups before students were brought in. Of the total of 15 students, eight students were assisted by the translators, two of whom worked with two students each. The other seven were assisted by the researcher in English. The students were to listen to questions and mark their responses on the answer sheets. The entire administration went extremely well. It took about 35 minutes for most children and two remained until the end of the scheduled time. At Spartan Village, due to a lack of a large enough room, the questionnaire was administered twice, one with four 5th grade students and the other with five 4th grade students. For the first one, a coat- room adjacent to the classroom and near the doors to the outside was chosen rather than in the classroom with other students. For another, a corner of the classroom was used. In order to reduce interruption and scattering attention, a portable chalkboard was used as a divider. As in the previous administrations, the purpose of the questionnaire, importance of their giving honest opinions, their anonymity, even to their parents, were explained and promised. Both administrations were completed in time for their favorite recesses. The total time spent for 33 each was about 40 minutes. Questionnaire II (QII-P) Packets addressed to "Parents of . . ." were delivered to the classroom teachers of the three schools on April 16, 1979, who in turn, asked children to take them to their parents. The intent was that one packet would be sent to each family. For the families with more than one child, the oldest was asked to deliver the packet. Most of the siblings were identified before the packets were addressed, but three families received two packets for each.1 It was then found that some children from the same family were attending two different elementary schools. Efforts were made to keep an accurate list of foreign children enrollment, but for precaution, extra packets were brought to each school. Several of these extra packets were needed for newly arrived students or those whose names were initially missed from the list while some of the addressed packets were no longer needed. Each packet contained a cover-support letter (Appendix A), QII-P and a stamped, addressed return envelope. For the parents of the fourth through eighth grade children, it also contained another letter (Appen- dix A) soliciting parental consent for their children's participation in the study and the consent form which was printed on a stamped, addressed postcard. Table 2.06 shows the data collection schedule for QII-P. As shown in Table 2.06, the follow-up reminders were done by tele- phone calls for QII-P subjects. The reasons for this were: 10f the three, each of the two families returned two completed questionnaires. The duplicate questionnaires were, of course, excluded from the results. Table 2.06. 34 QII-P: Data Collection Schedule Date Reference Content April 16 Hand delivery by Cover letter signed by the researcher, each child superintendent of East Lansing Public Schools, foreign student advisor at Michigan State University (on the letterhead stationery of the superin- tendent) QII-P Stamped, addressed return envelope (for parents of the 4th to 8th graders only) Letter soliciting parental consent Stamped, addressed return postcard with parental consent form April 16-18 Contact with the Telephone calls to solicit their officers of the cooperation and assistance in securing various MSU nation- the maximum return ality clubs April 20-21 Contact with 24 Telephone calls to obtain oral paren- parents of 4th to al consent and to express desire and 8th grade students appreciation for their cooperation by returning the completed question- naire. April 30 - First follow-up Telephone calls to all non-respondents May 2 contact May 2 Personal hand Questionnaire to those who misplaced delivery it May 9-10 Second follow-up Telephone calls to all non-respondents contact who agreed to fill out the question- naire on the first telephone contact May 10 Personal hand Questionnaire to those who misplaced delivery it May 16 Third follow-up Telephone calls to all non-respondents contact who agreed to return the questionnaire on the previous telephone contacts 35 1) Of 24 parents with whom a telephone contact was made (April 20-21) to obtain oral consent for their children's participa- tion in the study, 20 returned the completed questionnaires by April 24. Earlier personal contacts seemed to have helped an expedient rate of return. 2) All of the subjects resided in East Lansing, thus expense was not a concern. A telephone list of parents was made using the Michigan State University Student Directory (1978), the university campus directory service and by contacts with the schools the children attended. Often distinct foreign surnames and the location of residence by the children's school made it relatively easy to find the right telephone numbers despite the fact the parents' first names were not known. Questionnaire III (QIII-E) A Diplomatic List (Department of State, 1978) and a similar list made available by the foreign student advisor at Michigan State Univer- sity were used as the sources for identifying the names and addresses of educaton or cultural attaches of 78 foreign embassies. The number of countries exceeded that of countries represented by East Lansing students for the school year 1978-1979, but additional countries were included in the mailing list because students from those countries had been enrolled in Michigan State University in the past, and the chances of children from those countries who may attend East Lansing schools in the future were considered highly possible. Of 78 countries, 33 re- turned the completed questionnaire, 17 returned letters of various 36 nature and there was no reply from 28 embassies. The list of those countries and the nature of communication with them appear in Appendix 0. Copies of the materials associated with QIII—E data collection are in Appendix A. Table 2.07 shows the data collection schedule for QII-E. Table 2.07. QIII-E: Data Collection Schedule Date Reference Content April 16 First mailing Cover letter signed by the researcher, MSU foreign student advisor and super- intendent of East Lansing schools (on the letterhead stationery of the Dean of International Programs) QIII-E Stamped, addressed return envelope May 3 First follow-up Letter to all non-respondents Stamped, addressed return postcard requesting another copy of the questionnaire May 17 Contact with the Telephone call inquiring about the office of the Dean of functions and roles of education and the Washington Diplo- cultural attaches matic Corps May 11 - Second mailing Questionnaire June 4 Stamped, addressed return envelope Despite the low return rate (42%), a second follow-up was not made because further efforts to collect QIII-E data as planned were con- sidered unfruitful. One reason for this decision was that the majority of the 33 respondents who had returned the completed questionnaire were found to have responded as individual parents rather than as experts for 37 whom the questionnaire was originally intended. Other reasons for not pursuing further QIII-E non-respondents were the same as those which might also explain the low rate of return itself. Those factors, which were found directly or indirectly through the correspondence made dur- ing the course of QIII-E data collections, were: 1) 2) 4) The functions of education and cultural attaches of many embassies did not include the contact with their nationals on matters of their minors' education in American public schools. Responding to questionnaires pertaining to any affairs of the host country was considered outside the framework of some embassy functions. Such activity was regarded by some embassy personnel as intervention in internal affairs of their host country. Some questionnaire packets might not have reached the intended recipients in time due to the frequent movement of diplomats (e.g., assignment changes, temporary travel back to home countries, etc.). Different degrees of individual freedom of speech were likely practiced by government employees of other countries. Some value and policy related questions (example, items 5 and 6) together with solicitation of some personal information (example, the cover page questions) on QIII-E might have caused hesitation and the decision not to comply with the request. 5) And finally, the involvement of some countries in domestic and/or international conflicts during the period of this 38 survey might have led to giving low priority to activities such as responding to questionnaires. Methods of Data Analysis In order to present descriptive data required for this study, a number of procedures included in the Statistical Package for the Social Sciences (SPSS)(Nie, 1975) and SPSS - 6000 Supplement (Michigan State University, 1978), which were available at the Michigan State University Computer Center, were used. 1) ,2) 3) 4) Descriptive Statistics The program provided frequency distributions, percentages, means, standard deviations and ranges of single variables on QI-C, QII—P and QIII-E except for the open-ended questions. (Contingency Tables and Related Measures of Association A subprogram, cross-tabulation, provided tables of joint dis- tributions of selected pairs of variables of each of the three sets of questionnaires. SPSS - Multiple Response Analysis of multiple response variables was provided by this procedure. Item 2 of QII-P was re-coded to identify the dis- tributions of children from one family. The re-coded item 2 and 26 of QII-P and item 6 of QIII-E contained multiple response variables. Bivariate Correlation Analysis a) A non-parametric correlation subprograms, Kendall's tau, 39 provided correlation coefficients of selected pairs of rank-ordered variables on the three sets of question- naires. b) A non-parametric correlation subprogram, Tetrachoric, computed correlation coefficients between selected pairs of dichotomous variables of QII-P. 5) Reliability Coefficients Cronback's Alpha was used to measure reliability coefficients of selected summary measures of QI-C and QII-P. Prior to running this procedure, related items among item 11 through 37 of QI—C were grouped into scales of "perceptions of class- room climate", "adjustment levels", "acculturation tendency" and "perceptions of reception". These summary measures and x the culture shock scale (item 38 (a-j) of QI-C and item§7 (agl) of QII-P were re-coded for the purpose of computing reliability coefficients. 6) Hand Tabulation The responses to the open-ended questions were manually tabu- lated and classified into appropriate categories of the related content. The results of the findings from the three sets of questionnaires would be described separately as well as comparatively on selected items. 40 Summary This chapter has described the design and methods employed in this research study. It presented the plan of the study, description of the population surveyed, instrumentation procedures, the procedures for data collection and the methods for analysis of the data. The population was composed of three groups of people: 50 of a possible 54 foreign children of grades four through eight who attended East Lansing Public Schools, 88 of a possible 101 foreign parents, most of whom were graduate students at Michigan State University, and 33 for- eign parents and/or diplomats associated with foreign embassies in Washington D.C. Because of the distinct differences among the three groups of the subjects, three sets of questionnaires were used for this survey. Of the three, the results of the third questionnaire, which was intended for education or cultural attaches of foreign embassies, would be treated differently from the original plan. They would be interpreted as opinions of another parents' group in the Washington area rather than as expert opinions. The development of the three sets of questionnaires was a major task of this study. Various phases of the pilot study provided not only the vital information for the development of the questionnaires but also considerable insights into the behaviors, concerns and pleasures of for- eign children and parents in the East Lansing community. The validation procedures, especially the pilot testings, were necessary for both revising the questionnaire drafts and planning the administration of QI-C. 41 Methods of analysis of data included frequency distributions, correlation, Cronback's Alpha, cross-tabulation, multiple response procedures and manual tabulation of the open-ended responses. CHAPTER III FINDINGS AND ANALYSIS OF QUESTIONNAIRE I DATA (QI-C) Chapter 111 contains the results and analysis of the data from QI-C (the child group). The order of presentation is: 1) additional background descriptions of the child group, 2) the results of question- naire items relating to children's perceptions of their general adjust- ment as well as those of others in the three East Lansing schools, 3) work load related items, 4) effects and other concerns regarding ESL pull-out program, 5) native language development, and 6) the results of responses to the open-ended questions which addressed children's likes and dislikes about the current East Lansing schools and schools in their homelands. Additional Background Descriptions of the Child Group In this section, included are information on the home language(s) of foreign children and their parents used while in this country (items 6 and 7), whether children desired to attend an American high school and college or university in the future and on the children's native schools concerning enrollment by sex. This additional information may indirectly reflect or influence the general adjustment level of children in American schools. 42 43 Of 50 children, 38 (76%) attended co-educational schools in their home countries while 6 (12%) attended schools for girls only and 4 (8%) attended boys' schools (two cases missing). For at least 76 percent of children, the co-educational setting of East Lansing schools was not a strange environment. The languages spoken at home by children and parents were reported as slightly different. Twenty-eight parents (56%) spoke only their native language at home while 15 children (30%) used their native lan- guage regularly at home. Seventeen parents (34%) and 28 children (56%) spoke both English and their native languages about equally at home. Seven children (14%) spoke only English while 3 parents (6%) used English as their home language. In reply to the question whether children wished to attend an American high school, 31 children (62%) responded "yes" while 6 (12%) indicated "no". Thirteen (26%) marked "not sure". The proportion of responses was slightly different for the question about attending an American university or college. Compared with 6 (12%) "no" to high school, there were only 3 (6%) "no" to university, while "yes" answers were 32 (64%) for attending a university. A summary of these data are in Table 3.01. Findings Related to Perceived Adjustment (Children's Perceptions of Themselves and Others) (OI-C Items 11-37) For the purpose of facilitating analysis, most items from 11 through 37 were grouped into 4 scales of related items: 1) "classroom Table 3.01. 44 6-10) Background Descriptions of the Child Group (QI-C, Items Total N=50 (%) 6. Children's Home Language: Native language only 15 (30) English only 7 (14) Both native and English language 28 (56) 7. Parents' Home Language: Native language only 28 (56) English only 31 ( 6) Both native and English language 17 (34) No response 2 ( 4) 8. Wish to attend American high school: Yes 31 (52) No 5 (12) Not sure 13 (26) 9. Wish to attend American university: Yes 32 (54) No 3 ( 5) Not sure 15 (30) 10. Children's former school in their countries were: For boys only 4 ( 3) For girls only 6 (12) For both boys and girls 38 (76) No response 2 ( 4) 45 climate" (items 25, 27, 29, 30, 31, 32, 34, 35), 2) "adjustment" (items 11, 1s, 16, 17, 20, 37), 3) "perceived receptions" (items 18, 21, 24).1 Items 12, 13 and 14 (orientation related questions), 19, 26 and 33 were not included in any of the scales. Reliability for these scales was computed by Cronback's Alpha. Reliability coefficients were: l) mm>wummmm> umcwnsou Au-Hov m_m>mo Poogom ace xam an ¢,-~_ membH Let m=o_b=nwtbmco .mo.m mpnmc 49 ashamed to speak their own native languages because other children make fun of them. Twenty-seven children (54%) reSponded that they did not have problems keeping up with American students in completing class assign- ments while 11 (22%) indicated difficulty (item 11). On the other hand, thirty-eight (76%) said they could do much better in school if they did not have difficulty with English, while 7 (14%) indicated that English was not a factor for their performance in school (item 19). It is inter- esting to note that the correlation of item 19 with the length of the children's stay in the United States is T = .06; P < .52, which is not significant. A positive association between the length of stay in an English speaking environment and school performance relating to deficient skill in English was not experienced by this group of foreign children. The majority of children seemed to have had friendly relationships with American children and teachers. Thirty-eight children (76%) said they enjoyed participating in small group class activities (item 16), 27 (54%) felt comfortable asking American students questions in class (item 17) and 32 (65%) said they felt American students were willing to help them when they had a problem in class (item 20). Thirty-two children (64%) responded that teachers in America were friendly, while 3 (6%) responded otherwise (item 28). However, responses to item 36 may be noted: 14 children (28%) felt American students were friendly towards students from other countries while 10 (20%) did not think so. Twenty-five (50%) did not have clear-cut opinions on item 36. 50 Nevertheless, 40 children (80%) indicated that they enjoyed learning in an American school while 2 (4%) responded negatively (item 37). Frequency distributions of responses to items from 11 through 37 by the total group are summarized in Table 3.04. Joint frequencies of the same items by school levels and sex are in Appendix C (Table C.Ol). Culture Shock (Item 38 a-j) In this study, culture shock is defined as incapacitating reac- tions experienced upon encountering unfamiliar culture-bound situations. Item 38, with 10 component variables, was used as a summary measure for culture shock. Ten component variables of this measure consist of ten reactions, which were selected and considered typical as symptoms of culture shock, on the basis of the researcher's interviews with, and observations of, foreign children and adults in this country.1 The components (a-j), which were included in item 38, focus on reactions such as feeling of loneliness, isolation, anxiety about having contacts with English speaking people, and longing for the home country. Of 490 total responses to the 10 items (a-j), 76 responses indica- ted high culture shock("often"), 120 responses (24%) were in the mid- range ("sometimes") and 101 (20.2%) indicated low culture shock while 193 responses (38.6%) showed no experience with culture shock. Frequency distribution of single variables of item 38 and its total response appear in Table 3.05. 1Reliability coefficient of lO-item scale, "culture shock", was computed employing Cronback's Alpha model. The result was acceptable with a = .708. , 1 5 vmacwucou «ANNV NN ANV N ANAV NN ANV N. ANAV NN ANV NA NNNNNNNN NNJNLNE< ca NNNA usagma so» mmewuwsom «as» :0» ppm» mucmgmn use» on .em «ANNV NN ANN N ANV N ANAV NN AoNv Ne ANAV NN NNchzou L52A Nam so» paces mcpzo:x :N umummgwacm scum «so; mngumwu on .mu ANNV NNA ANN NA ANV NA AAAV NN ANAV NN ANV NA NNchaou Lao» NNN .5N NNONN mcwzocx c, cuumwgmucw swam Nucmuaum :NuNLms< on .NN NANNV NN AAV N ANN NA ANAV NN ANAV NN ANS NA NNNNN AN macs NNNNNNUN Na NAN: so» .NNNNNNN NNNNLNE< cu meP use: w>mson no» N, was» u>oppoa so» on .pw .ANNV NN ANS N ANN N ANN N. ANNV Ne ANV NA NNNNAJ NA NENANNLN N>N£ NON can: so» ape; o» chppN3 Nucmvaum cmuvgos< og< .oN NANNV NN ANN NA ANV N ANN N ANAV NN ANNV N4 NNNNANNN NNN: ANANUNNNNN NNN; No: NAN No» NA poogum cw soupmn cuss on upaou so» pump sea on .m— ANNV NNA ANV N AAV N ANN N ANAV NN ANNV Ne NNNNNLN N no so» ugmuuu mucmuaum gmguo «as» :0» o» acausoasp NA NA .m— ANNV NNA ANN o— ANV N. AAAV NN ANNV Ne ANV N NNNNAU NA NcoAumaaa mucmuaum cmuvgos< mcwxmm apnougowsou Fem» no» on .m— NANNV NN ANN N on 0 ANN NA ANNV Ne ANAV NN NNNNAJ NA NmNNA>NNuN naogm FpNsN :N mcwuaaNuNNNNn Nance so» on .ep NANNV NN ANV N ANV N ANV N AAAV NN ANNV NN NNNNANNN ON NONNNNNN NA Agucaou Nae» No NNNNNNN. mg» xNNNN o» open on cu uzoga ac» «Noe a? «moo .m— Aomv NNA ANN NA ANNV NN ANN NA ANV NA ANV NA NANNNNON NAN» on mean no» mgowon mg o» Eng» vmcwmmsw so» no «man Nupsoe< :_ cmgupwgu oz» can N—oo;um gnu og< .ep NANNV NN ANA N ANV N ANAV «N ANAV NN ANV NA Nose» Agacaou Lao» NNNA NON NNNNNN - vm>wmoms v8; so» mupgms< uaoau covquLoecw as» mu: .m— NANNV NN ANN «A ANV N. ANN NA ANNV Ne ANAV NN NANNNNOU Lao» N=A>NNA NNNNNN A.uNN .NANoNa .vooN .Npoogum ..xmv muNLme< uzonm upon so» ago: .~. ANNV NNA ANNV NS ANV NA ANAV NN ANV NA ANV N NNNNNENNNNNN ANNAN NcNNNAaeou c. NNNNNNNN cuuwgoe< saw: a: acmnmmx Newpaoga u>oz so» on .pp lANNV NNA AZV N sz N sz N sz N sz N z _ NN-AA NsNNA \NNNON ”mmoz oz NOZNNNNN mm» “NANNN Agnmov nmupp mewum Low mcowuanvgumpo .eo.m «Pack .ommacmugmq Ncmzawmnsm ten 2 OONNNNE NON mNNu.c:. omuz so Nae. :NON Nmm. NogszO PNNou «ONO ANNN ON. A.. N A.. N ANN N. AN.N ON ANN. NO N.OOOON OOO.ONO< OO O. NO.OOON. NONON OON ON .NN OANON NN AN. N. AN. N. ANNN ON AN. N. AN. N. NON.ONOOOO ONONO OOO. NNONOONN NOOOOON N.OON.ON NON Nucmvaum cmuvgms< ms» NOON pmmm so» on .cm ANN. NN. A.N N ANN N ANN N. ANN. NN AN.. NN NNONOOOO OOON O. ONON NON; Npoogum :. A.uuw .mc.»:m.m .m:.::=g .chONNN NO OOONV Ngo.>mcwn Omaog once «NOON og< .mm ANN. NN. A..O ON ANNN NO ANN O. A.N N ANN O NNONOOOO .59». E. mucmvzum m...» :23 Appawmgmu 0L0... mmumEmmmpu O.NON NON NONONNNN o» ONNNN. ago; Nucovaum NON on .Om ANNN ON. A.. O. AN. N. A... ON A... NN ANN N. NNONOOOO OOON O. NNONOONN NON OOON NOOO NNONOON.NNO mmopu mumpasou emsuo sumo ape: mucouaum cmu.gms< on .mm Aomv oop A.v N A.v N ANN m. Aa.v mm A.NV NO Nov Ngucaou NOON O. NNONONNN NON NOON cmumo egos NNN.u mcwgau uuwnnam NNNFu NON OOON ONONO NNO.ON NOOOO O.ON NONO NNONOONN ON .NN ANN. NN. AN.O ON A... ON AN.V NN AO. N A.. N NNONOOOO OOON O. OOON NONO N.wmo.u Ngos vmxo—.om No.3; NNN.u van .oogum NON NN< .—m ANN. NN. AN.O NN A... ON AN.N ON AN. N. A.N N NNONOOOO OOON O. OOON Ou.gme< :. NNmOuNwN on Nomammg egos soON mucmuzum on .om Aomv co. ANV O Amv o AN.V ON Amv N. AONV NO NNLNOOou NOON :. NNONONNN NON ONO» Amuse: anv mace: Namzm «Nos um: Nu.gme< :N mucmuaum on .mN ANNO ON. AN. N ANN N AN.O NN AN.N NN A... ON NNONOOOO . NOON c. NONOumou NON ONO» Nucmuaum ANNON ugmzbu N.ccm.em NOoE NON New; NOmOuNmN NOON pom» so» on .NN ANNV NN. AO. N ANN N. AN. N ANN O. ANN N NNONOOOO OOoN O. NONOOONN NON OOON NNO.O O. OO.OOONO -NNE .Nucmcaum Nzonm NONLNN «Noe New: mgmgumou mg< .NN ANN. NN. AO. N ANN O AN.N NN AN.O NN AN.N NN NNONOOOO OOoN O. NNONOONN NON ONON N.NNO. NOOO pump was xcvgu Nag» was: NON Nucmuzum cmuwgme< oo .NN ANNV NN. ANNN NO AN. N. AN.N NN ANN N. AN. O NNONOOOO OOON O. NNONOONN NON OOON mcwcgmmp “scam maozwm mLoE mucmvaam .50..qu ms< .mN ANNV NN. sz N AzN N (NONlll N AzN N AzN N 2 AN-.. NOON. .NNO. NOOOz Oz NOONNNN. NO. “NOON. ONOO.NOOO--ON.N N.OO. 53 ANNON NN. ANN.ON.NN A.N.NN.NN ANN.NN.ON ANNVN.N. .ONON - NNOOONNO - OOOON NOON.ON ANOO NN AN.. NN A..V NN AO.V NN ANN N. .OOOON O. N..Oz N.NOO. NO..NNN .N ANNN NN. ANNN NO ANN N. AN.V NN ANN O NONON NOOONO OoN NO..NNN .. ANNV NN. ANN N. AN.N ON AN.V NN ANN N._OOONNONOOO NOO OO OoN NOON NO..NNO .O ANNN NN. ANN. ON ANN N. AN.V NN ANN N .OOOON ON NO.ON .O O.OO.< .N ANON NN AN.N NN ANN N. ANN N. AN.V NN NONOOOO mac; NaoN ON NOooN NON chNNNz .m ANNV NN. ANN N. AN.O NN AN.. NN AN.V NN NONOOOO wee; NNoN ON NucmNNN NNoN mcwmmwz .m ANON NN A..N NN AN.N ON AN. N. AO.N NN NONOOOO use; OzoN op xumn om ow mcwpcmz .O ANOO NN ANNN NN A..N NN ANN N. A.N N ON..NON :. op :mxoam mcwwn No nwmgw< .o ANNN NN. ANNN NN A... NN ANN N. ANN N. N..OO. AzoN NaocpNz Nzo mcwom No ONNN+< .3 ANN. NN. ANN. ON AN. N. AN.N ON ANN O. NOON.O. NON N>NO No: ow OoN NOON mcwpmmu .N z PNNop Om>mz Eou.mm NmeNNmEom cmeo AN-.NN OOOON NOON.ON .O NOONONz O .NN ONN. OON OO.NOO.ONN.N .NN.N N.OON 54 Breakdown of each category ("often" through "never") of the scale by eight selected variables (school levels, previous experience with English, sex, desire to attend an American school, lengths of stay in the United States, previous school background co-ed or not--and the orientation related items 13 and 14) is in Table 3.06. Correlaton co- efficients of culture shock with these eight variables were also com- puted using Kendall's tau. The results are in Table 3.07. The results of correlational analysis indicate that a greater degree of culture shock was significantly associated with elementary rather than middle school children (P < .039), those who said they did not wish to attend an American high school (P < .034) and those who said they found American school and children as they imagined them to be before leaving their countries (P < .049). It is interesting to note that there were no significant relation- ships between degree of culture shock and previous learning of English, the length of stay in this country and change of schools in terms of enrollment composition (boys/girls to co-ed schools). It is also of interest to note that the direction of association between culture shock and items 13 and 14 indicated that culture shock was not associated with greater surprise upon encountering a new environment different from what they had been told or had imagined. Item 39 addressed the length of disorientation experienced by children. Table 3.08 shows frequency distributions for responses to item 39 by the total group, school level, sex and previous learning of English. The results indicated that it took a longer period of time for 55 ANN. N.NN. ANN. N.NN. ANO.. N.NN. ANO. N.NN. ANN. N.NN. A.N.. N.NN. A..N. N.NN. A.... N.NN. AON.. N.NN. A.N. N.NN. ANN.. N.NN. ANN. N.NN. AN... N.NN. .NN. N.NN. MNN. N.NN. M.NNWN.NN. ONN N.NN. A.N. N.NN. AN.. N.NN. ANN. N.NN. AON.. N.NN. ANNN. N.NN. ONN N.NN. N.N N.NN. NNN N.NN.ANNO.N.NN. N.ONO. NOONNNNN ANN. N.NN ANN. N.NN N.. ..NN AN.. ..NN NN. O.NO NN. O.NO ANO.. N.NN ANN. N.NO ANN. O.NN .N. N.NN .N. N.NN N. N.NN ANN. N.ON A.N. N.NN A... N.NN NN. ..NO A....N.NO ANN. N.NO ANN. N.NO NN. O.NO ANO. N.NN AON.. N.NO ANN..N..O NN. N.NN ANN. ..ON ANN..N.NN ONONz AN. N.N. AO. N.N. MNN. N.N. AN. N.NN .N. N.NN AON. O.NN ANN. N..N ANN. N.O. ANN. N.NN ANN. N.NN A.N. N.ON AN.. O.N. MNOW N.NN AN.. N... A.O.N.NN A.N. .... A.N. N.NN AN.. N..N A... ...N A.. N.N. NN ..ON ANN. O.N. .NN.O.NN ANN. N.NN AOO. O.N. A.N..N.NN OOO.NN AN.. N.NN A... ..NN AON. N..N A.. N... A... N.N. ANN. O.NN ANN. N.ON ANN. N... ANO. N.NN A.N. N..N ..N. N.NN AN.. N..N ANO. ..NN AN.. N.NN ANN.N.NN ANO. N.NN ANN. O..N AN.. N... AN.. N.N. AN.. N.NN ANO. N..N ANN. ...N ANN.N..N AN.. N.NN ANN. N..N ANN..N.ON ONO.NNOON AN.. ...N AN.. N.NN ANN. N.O. AN. N.N. AN. N.N. AON. O.O. A.N. N.N. ANN. O.N. ANN. O.N. AN. N.N. A... O.N. AN.. N.NN ANN. N.N. A... N.NN ANN.N.N. ANN. N.N. A.N. N.N. AN. ..N. AN. N... AN. N.N. AO.. N.N. ANN. N.N. ANN.N... A.O. ..N. ANO. N.N. AN.. N.N. ONNNN NNNN ...Oz .zNN ...Oz .z.N ON-ON Mz.N N ONON Az.N NOONON Az. N NOONNNON O.N Oz Az.N O2 Az.N NNON O.NNOONN N-. Az.N Oz 2 N OO Az.N O.z N.ONO. NNOOONNO z.N OONNN. Az.N OONNNN Az.N N.O.N Az.N OONN .-N Az.N NN. Az.N N z N NN. Az.N ON.N NNOOONNO NN ONN. Az.N NN. Az.N NN. .N.OON .NOz .N.N NON O. .N.: .OO Az.N z ON..NON N.NONN .OOOON szu ...N...» A2.» 2.9."; 25.5.... Noam mo 59.3 2.3: 3 ...N; xmm 33.6.... Foocum 9.3.3.. 339...: AO.. AN.. AN.. AN. AN. AN. AO. AN. ANN. ONNON.NN N AN-.N. NN.OO.OO> ONNON.NN NON.N NO =OOOON NOON.ON= .O NOO.NOO.ONN.N .NN.N N.ON. Table 3.07. 56 Eight Selected Variables (QI-C) Kendall Correlation Coefficients of Culture Shock with Signifi- Eight Selected Variables Correlation cance (Item Number Used in QI-C) Coefficients N Level 3. School level (E1em.-Middle) .1724 50 .039 4. Learned English before coming to this country (yes-no) .0476 50 .313 5. Sex (M-F) -.O622 50 .267 8. Desire to attend an American high school (yes, unsure, no) —.1781 50 .034 2. Length of stay in the United States (0-1 year, 1-2 years, over 2 years) .0570 50 .280 10. Previous native schools (girls/boys only - co-ed) .0867 48 .193 13. Information about America was true (5 scales of yes!!! through no!!!) -.1241 46 .112 14. America as they imagined it to be (5 scales of yes!!! through no!!!) -.1621 50 .049 57 ANN. ...N AO. N.O. AN. O..N AN. ... AN. ..NN A.. N.NN ANN. HO.O.OO ON..NON OO.OONN NO: A.N. N.NO AN. N.O AN. N.O. AO. N.N. AO. N.N. AN. ..NN A.N. HO.O.OO ON..NON OO.OONN NOO ON: ANN. N.NO AN. N AN. N.NN AO. N.NN AN. N.NN AN. N.NN ANN. N.OOOO ANN. N.NN AN. ..NN AO. N.N. AN. N.N A.. ..ON AN.. N.ON ANN. N.O: ANN. .N A.. N.O AN. N.NN AO. N.N. AN. N.ON AN. NN ANN. N.NN.: AON. NO AN. N.NN AO. ..N. AN. N.N A.. N.NN AN. NN AON. N..ONOOOO... ANO. NN AN. N. AN. N. AN. N. AN.. NN AN.. NN AMOW OOOON .ONO. z .ONO. Az. N Az. N Az. N Az. N Az. N NN OON. ONO. . NONOOO N NONOOO N ONOOO . NOON: N AQIHO. ONNPmOu No mONONNNO Nao.>m.a NON .xmm .N.O>NO .NOOom .NsoOo .NNoN NON NO Oo.NNNOm.NoN.o No OoNNNN No Ncowuzawgpmwo .wo.m O.ONF 58 elementary children to adjust to a new school environment than for middle school students. Those children who had not learned any English before coming to this country reported that it took less time for them to adjust than those who had previously learned English. Children's Sources for Help and Companionship Another adjustment related item (item 46) enquired about children's sources for help and the frequencies of their use. Parents were reported to be the most frequently used source for asking questions about school work by most ("always"--N=l8) (37.5%); "sometimes"--N=22 (45.8%)). Teachers were second (”always"--N=4 (8.3%); "sometimes"--N= 35 (72.9)). American classmates were also reported as occasional sources ("sometimes") by 22 children (46.8%). Table 3.09 shows fre- quency distributions for all the sources included in item 46 by the total group. Joint frequency distributions of the same item by school level and sex are in Appendix C (Table C.lO). Recess during the school day usually provides an unstructured free setting for socialization. Children's choice of playmates during recess, therefore, may provide another perspective of children's adjust- ment in schools. Item 40 addressed this question. Of 50 children, 12 (24%) responded that they usually played with American friends while 10 (20%) usually played with other foreign friends. The majority of children (26 or 52 percent), however, responded that their playmates were both American and foreign friends. Two children (4%) who marked "nobody" were both girls, one in elementary and another in middle school. Table 3.10 is a summary of recess playmates by the total group, school levels and sex. 59 A.. NN. AN. N AN. N A.. N.NN. AN. N ON.O OOOOOON ANN. NN. ANN. N.NN AO. N.N. AN. N.N. AN. N.N OONON .OOOON .. ANN. NN. A... N.NN AN. ..NN A... N.NO AN. ..N OO.O OOOOOO. .O AOO. NN. AO.. N..N AO.. N..N A... N.NN AN. O... NO.ONOOOO .mONo seem NNONONNm .m A.O. NN. AN. N... A... N.NN ANN. N.NO AN. N NNOOOONN OOO.OOO< .. A.N. NN. AN.. ..NN AN. N AN. N.O. AN. N OONON ONO>.OO .O A.O. NN. ANN. ..NN AN. N.. AN.. ...N AN. N.. OONN.N OO OOONOON .O ANO. NN. A.. ..N A.. N.O. ANN. N.NO AN.. N..N OOONOO OO OOONO. .O A.O. NN. AN.. N.NO AN. N.O. AO.. ..ON AN. N.. OOOOOON NNN .O ANO. NN. A.. ..N AN. ..N. ANN. N.N. AO. N.N OOOOOO. .O ANN. NN. Az. N Az. N Az. N Az. N me.wu “WHOOWNN.WMMM” .NNoN Om>mz Eon.mm NOENNmeom NNN3F< Immac meow m>NO :oN ONO: .mO AN-.N. NOON .OOOON ON NO.NO.ON N.ON OO. NOOOOON N.OOOO..ON .O NOO.NOO.ONN.N .mo.m mFONH 60 ANN. NN. AN. N. AN. NO AN. N AO. NN AN. NN ANN. O.OONO ANN. NN. AN. N AN.. NN AN. N AN. NN AN. NN ANN. O.NO ANN. NN. A.. N.N AO.. N.NN AN. N AO. O.N. A.. N.NN ANN. N.NN.: AON. NN. A.. N.O AN.. N.NN AN. N AN. N.NN AN. N.NN AON. NOONOOOO.N ANN. NN. AN. O ANN. NN AN. N AN.. NN AN.. ON ANN. NOOON .ONO. 2 AZ. N AZ. N NZ. N Az. N Az. N N2. N NNOOONOO AN.NNNNE .mpoh Nuonoz NOONNON .Oom N .E< OmOuNwN NOONNON .Oom NOONNON .E< -NNPO NNmuma .OO .ONO. AuuHo. xmm OON .N.m>m4 FOOOum .NOOOu .NNON NO» NO NwNNENNFO mmmumm No OoNNNONOuNNQ .o—.m mpnmh 61 Deficient Areas in Native Language Language development is perhaps the most important goal of formal education throughout the world, especially for elementary and secondary level students. Without mastering the medium of instruction, learning in-take would be severely reduced in most school settings. The process of language development, however, has been interrupted for varying periods of time for most internationally transient foreign students in East Lansing. What does such an interruption mean to children's educa- tional processes? The problem is indeed complex, and it would require longitudinal research involving multi-lingual teams of researchers for enlightenment. In QI-C of this study, an item was focused on finding what areas of native language are likely to become deficient and what are some of the reported strategies being employed to minimize the problem. (Children's responses to these questions are compared with those of parents in Chapter IV.) To the question, "What part of your parents' language do you feel you may be forgetting?" 32 children (68.1%) reported "vocabulary", followed by "writing" by 3l (66%). "Reading and understanding" was marked by 25 children (53.2%). Aural-oral aspects of language were reported by fewer numbers of children. In all areas, younger elementary children reported a higher percentage of perceived deficits than middle school students. The longer the absence from the native environment, the greater were the perceived deficits. Table 3.ll shows frequency distributions of language deficits perceived by the total group and two subgroups (school levels and lengths of stay in the United States). 62 Table 3.11. Distributions of Areas of Language Deficits Reported by the Total Group, School Levels, and Lengths of Stay in the United States (QI-C) 0-1' l-2 Over 2 41. Forgetting Native Total Elem. Mid. Year Years Years Language % % % % % % (N) (N) (N) (N) (N) (N) Daily talking 8.5 13.6 4 7.7 5.9 11.8 (4) (3) (1) (1) (l) (2) Writing 66 81.8 52.0 38.5 70.6 82.4 (31) (18) (13) (5) (12) (14) Expressing yourself 17 22.7 12 15.4 23.5 11.8 ‘" Speak‘“9 <8) (5) (3) (2) (4) (2) Vocabulary 68.1 72.7 64 46.2 76.5 76.5 (32) (16) (16) (6) (13) (13) Reading and under- 53.2 59.1 48 30.8 41.2 82.4 Stand‘"9 (25) <13) <12) (4) (7) (14) Listening and under- 8.5 9.1 8 15.4 0 11.8 Stand‘"9 (4) (2) (2) (2) (0) (2) Note: Total N=50; Elementary N=24; Middle N=26; 0-1 Year N=l3, 1-2 Years N=17, Over 2 Years N=17. 63 In response to the question, "Do you practice or study the lan- guage of your country regularly outside the school?" 19 (39.6%) responded "yes" (item 42). Of these 19, 12 children attended the middle school while 7 were elementary students. Of the same 19, 8 chil- dren had been in this country for less than one year, 6 for one to two years and 5 children for over two years (Table 3.12). Table 3.12. Distributions for Item 42 by the total Group, School Levels, and Lengths of Stay in the United States (01-0) 42. Practice Native Language Yes No Total Response Regularly Outside School? % (N) % (N) % (N) N Total Group (50) 39.6 (10) 60.4 (29) 100 (48) Elementary (24) 30.4 (7) 69.6 (l6) 100 (23) Middle (26) 48.0 (12) 52.0 (13) 100 (25) O-l Year of stay (14) 57.1 (8) 42.9 (6) 100 (14) 1-2 Years of stay (17) 35.3 (6) 64.7 (11) 100 (17) Over 2 years of stay (17) 29.4 (5) 70.6 (12) 100 (17) It is puzzling to find that those subgroups who reported a higher percentage of deficits in their native language gave more "no" responses to item 42. Is it because those who practiced the native language regu- larly were forgetting less? Or, is it because older children (and their parents) were more aware of the need for keeping up with the native language since they were in grade levels in which learning content was getting more difficult? Or, is it because the longer the stay the more difficult it becomes to maintain the practice because of a lack of a structured learning setting? Or, is it because younger 64 children simply forget more since they had been drilled less in their native schools? Speculations could go on, but this question, too, may require another linguistic study. The method most frequently employed for practicing the native language was the use of printed materials in the respective languages and parental instructional guidance. Both were reported by 16 (84.2%) of the 19 children who practiced their native language regularly. Distributions of methods used for practicing the native language are summarized in Table 3.13. Table 3.13. Language (QI-C) Distributions of Methods Used for Practicing Native 44. How Do You Practice Your Yes No Total N Native Language? % (N) % (N) 100 (19) With a tutor 5.3 (1) 94.7 (18) 100 (19) With friend(s) 21.1 (4) 78.9 (15) 100 (19) With father/mother 84.2 (16) 15.8 (3) 100 (19) With the regular study group O (O) 100 (19) 100 (19) With brother/sister 36.8 (7) 63.2 (12) 100 (19) With sound tapes 10.5 (2) 89.5 (17) 100 (19) With books in the language of your country 84.2 (16) 15.8 (3) 100 (19) Writing letters to friends 31.6 (6) 68.4 (13) 100 (19) Writing a diary 0 (0) 100 (19) 100 (19) With others 0 (O) 100 (19) 100 (19) 65 Effects of English as A Second Language (ESL) Pull-Out Program The ESL program has been implemented in all of the three schools involved in this study. Although there seemed to be significant differ- ences in ways the program has been implemented, all three schools use the pull-out system1 which means students leave the regular classrooms to attend ESL class. To fully understand the effects of the pull-out system, surveying ESL teachers and regular classroom teachers seems to be a necessary step; however, due to the limited scope of this study, the present concern was focused only upon finding how children felt when they were told to leave the regular class in order to attend ESL class. 0f the 50 children, 40 (80%) who had attended ESL class at least for a portion of the last three years responded to item 49 ("How often did you feel the following when you were told to leave the regular class in order to attend ESL c1ass?"). "Afraid of missing something important" was felt "often" by 13 children (33.3%) followed by "felt very glad" (7(17.9%))and "did not want to go" (6 (15.4%)). Four children (10.3%) "felt embarrassed". A greater number of children marked "sometimes" for all feelings included in item 49. A summary of how they felt is in Table 3.14. Table 3.15 shows a breakdown of the same item by schools. (The total of NS for Spartan Village and Red Cedar would provide figures 1The differences in the three schools pertaining to the pull-out system seemed to be the degrees of flexibility, frequency and regularity of attendance and regular classroom teachers' attitudes towards the pull-out system. 66 ANN. ANN. ANN. ANN. ANN. ANA. N.NN ANA. N.NN AAA. N.NN ANA. N.NN ANA. N.NO ANA. N.NN ANA. N.NO AAA. N.NO ANN. N.NN AN. O.NN ON ON ONO; NNN NAN ANN. Nmewumsom AN. N.N Apcmugonsw. FNNUNNN mm: A pAmN AO. m.op cummmggmnsm ppm; Amp. m.mm pampcoas. mcwsp -msom mcwmmws mo uwmgw< ANA. N.NN NNAN NNN> NANN Az. N NNNAN NNN ONNNNN ON cmNNo mmmpu Ampsmmm mg» mcw>mm4 .mv AN-AN. NO ENNA NON NNNNNNNNNNNNN .¢~.m mpnmh 67 .03A oucw umNNNAAou mgmz me sup? Now mmcoammg mo NmALomwANu Azou .1 .NNuz‘NNNNOm..NAuz NNNNN www.mAuz NNNAAAN NNANONW. "NNNz ANN. ANA. AN. AN. AN. AO. AN. NNA A.NN NN N.NN N.NO NO O.AA NN NA ANN: NNN NAN .N ANN. AAA. AN. AN. AAA. AN. AA. NNA NN NN N.NN NN NN N.OA AANNANNNEA. ANANNNN mm; A AANN .N ANN. ANA. AN. AO. AA. AO. ANA. NNA N.NN NN A.AN N.AN NO N.NO NNNNNNNONEN AANN .0 ANN. AN. AN. AA. ANA. AN. AN. ANNANNNEA NNA N.NN NN NNOA A.NA NN N.NN NNANANENN NNANNAE No NANNON .N ANN. AN. AN. AO. ANA. AN. AN. NNA N.AN NN A.AN A.NA NN N.NO NOAN ANN> NANN .N A2. A2. A2. A2. A2. ANN Az. N N N N N N N NNNAN NNN NNNNAN NN ANANA N NN NN N NNN NN NNNAN NNANNNN NNA N.NN NmNz .NO .Nsm>m2\sovpmm mmsmumsom\:mpmo AN-AN. NANNNNN NNNNA NNN AN NNNANNNANNNAN NO NNAA .NA.N NANNA 68 for elementary level.) Write-in comments about "other feelings" were made by five chil- dren. One interesting comment was "too many little children" which probably meant an older child (boy) was placed in an ESL class with children of lower grades. Since one ESL teacher guides a limited number of foreign children in an entire school, this situation could indeed occur, especially at elementary schools where children of five grade levels plus kindergarten are enrolled, compared with three grade levels at the middle school. Such an experience may be belittling to a boy whose English may not be good enough to play a leadership role. Or, it may simply be embarrassing for a fifth grader to be learning the same thing with children of kindergarten or even the second grade. Since classes children leave in order to attend ESL class were not the same on every occasion and "afraid of missing something impor- tant" had been anticipated as one of the most important concerns of children, items 54 and 55 had been included in 01-0, which asked chil- dren to identify classes they did not want to miss in order to attend ESL class and reasons for not wanting to miss those classes. Among all the academic subjects, social studies class was one the majority of the total group (60%) did not mind missing. Although reasons for this are not known, a few factors may be considered. One may be that social studies class is considered less important because its content areas are viewed as not useful to them when they return to their homelands. Another may be that the course is difficult to many of them because of their lack of orientation to, and familiarity with, some of the concepts frequently used in social studies courses to 69 which most American children have been exposed at home as well as at school. Mathematics, science and physical education classes were marked as favorite classes (67-77%) for one reason or another. Differ- ences in response patterns between elementary and middle school chil- dren are interesting to note. Only two elementary children (11.8%) did not want to miss social studies class while 14 middle school students (60.9%) responded the same. The reasons for not wanting to miss those classes are also very revealing about the thinking of these foreign children. "I learn important skills" (80%), "the class is fun" (72.5%) and "I can under- stand what is going on in class" (60%) were the top three reasons. There were also differences in most reasons given between elementary and middle school children. Tables 3.16 and 3.17 summarize the responses to item 54 and 55 by the total group and school levels. Work Load Related Findings Because of the pull-out system, many foreign children who attend ESL class miss some lessons of the regular classes. How many of these lessons missed by ESL students have been assigned for make up by teachers? Item 52 addressed this question. Of the 40 children (80%) who had had experiences in ESL classes, 10 (25%) reported that they had been asked to make up all_of the missed work while the same number of children reported no make up of any missed lessons. Two children (5%) responded ”more than half" and 18 (45%) reported "less than half". 7O .NNuz NANNAz mAAuz ANNANNENAN mNOuz NNNNN ANANA .NmmmNAu 4mm cw cmAAogcm um; "muoz Nucwuaum Aoogum mAuuAe mm No ozunchmzh .AooguN mAuuAE AN zAco nmLNOOo mgmz mAumnnzm mmmsh .4. ANO. NNA ANA. NHWA -- NN. thN -- NNANO ANANANNNNA ANO. NNA ANA. NMWA -- AN. thN -- NNNANNz NEON AOO. ooA ANA. mhmo -- Ahmm .. *mmmzmcm. cmAmgoN ANO. NNA “MW. wnmm ANA. N.NN MWHW wnmw ANN. N.NN ANN ANO. NNA Mm”. mnmm ANA. NO Mflflw mum“ ANN. NN NAmNz ANO. NNA MWW mnmm ANA. N.NN MMWW mnmw AAN. N.NN NNANNNNNN ANOANNNN ANO. NNA Mm“. Mnmm AON. NN MWW. mnww ANA. NO NNANNNN ANANNN ANO. NNA Mm“. MHWW ANA. NO MWW. Mnmm AON. NN NNAANNN ANO. NNA me WHMM ANA. N.NN Mwflw mnww AAN. N.NN NNNNAON ANO. NNA me mum” AN. N.NN MWWW mnmw AAN. N.AA ONANONNNNON Az. Amuom Maw” wwwm< mmmww Ampwp Muww 2mm“ amuww Amuwp .IlwwwwmpwwgmwNncwwumcmw ANN< AN: Nu so» ANNA mmmNNAu .Om AN-AN. NAN>NN ANNNNN NNN NNNNN ANNNA NNN AN NNNANNNANNNAN ON ENNA .op.m mpnmh 71 .NN": NANNAN AAAnz ANNANNNNAN mNOuz NNNNN ANANA "NNNz NA N.NA . A.AN . AA NA NNAA AOO. ooA mAAW ooA Amm. N Am Ac. o Am. m NA wmAO aces w>Nz AApmzmz A ANA. N.NA . NN. A.AN . NNNNA AOVV COP AFFV Noem AONV m NR Amy momm APFV m RN EOOfiWMMPU mg“ *5; Q3“ mXPF H N N.ON NA N.NN ANNANNNNA NA N A.AN ANA N.NA NNNAN NA NN NNNmm AOO. ooA MAW. A.ON ANA. ow AN.. m.mm AON. om NA ANN: ucmumgmuca emu A ANO. NNA MMWA Mum” ANN. NN meA mumw ANA. NO NNNNANN AN NNA: ON NON A AA. O.NN . ANA. N.NN . O N ANO. NNA AO. N.NN AAA. N AN ANA. N.NA ANN. N NA NON NA NNNA NA ANO. NNA me wnmm AN. NN Mmmw anw ANN. NN NAANNN NNNNNNNNA NNNNA A ANO. NNA Mm”. mnmm ANA. NO MMW. mum” ANN. NN NNNONNA NNA NNAA A AA. O.NN . NNA. N.NN . ANO. NNA ANA. N.NN AAA. N NO AA. N.AO ANN. N AN NA NA AANN ON A A2. N Az.N NAN Az. N Az.N NAN Az. N ON NNNA NNA NN Amuok Az.N EmAm azogw Ampoh Az.N EmAm usage Pouch umxomsu NmNNNAo wae 09 NANN< uoz AANN< acAAcmz Ac: Low commmm .mm AN-AN. NAN>NN ANNNNN NNN NNNNN ANANA NNA AN NNNANNNANANAN NN NNAA .Ap.m m—nah 72 A breakdown of these figures by school levels shows that middle school students had been asked to make up more of the work missed while attending ESL class than elementary children. School levels and amount of mak-up assignments were highly related (a = .424, P < .001). The relationship between the amount of make-up assignments and chil- dren's lengths of stay in the United STates was also significant (6 = .296, P < .008). Table 3.18 summarizes the distributions of responses to item 52 by the total group, school levels and lengths of stay in the United States. In response to the question, "Have you been able to make up the missed work by yourself?" (item 53), five children (12.8%) chose the "always" response while 8 (20.5%) marked the "never" response. Fourteen (35.9%) responded that they "usually" could make up the work by themselves and 12 (30.8%) reported that they "seldom" did the work on their own. Frequency distributions of these figures by school levels and length of stay in the United States are in Table 3.19 It was noted that the same directional relationships as those between the amount of work and school levels and lengths of stay in the United States existed between item 53 and the same two sets of sub- groups (school levels and lengths of stay in the United States). Greater ability to do the make-up work alone was associated with older children (T = .5310, P < .001) and children who had been staying in this country longer (T = .2359, P < .035). Who initiated communication concerning the missed work while attending ESL class? Items 50 and 51 addressed this question. 73 ANA. NNA AN. A.NA AN. N.NN AN. N AA. N.NN ANA. ANAN No NNNNA N NNNN ANA. NNA AO. A.NN AN. N.NN AA. A.N AN. A.NA ANA. ANNN No NNNNA N-A ANA. NNA AO. N.NN AA. N.NN AA. A.A AA. A.A ANA. NNNA A-N ANN. NNA AN. A.N AAA. N.AO AN. A.N AN. N.ON ANN. NANNNN AAA. NNA AN. A.AO AA. N.AO AN. N AN. N.AA AAA. ANNANNNNAN ANO. NNA ANA. NN ANA. NO AN. N ANA. NN ANO. NNNNN ANNNA 2 A2. N Az. N Az. N Az. N Az. N ANANA NNNz NAN: NAN: AA< NONNNNNAAN NNNAN NNN NA NNN NNNA NNmA cash mgoz AcmEcmANN< azoxmz mo pcaoe< .Nm Aoqu. NmANAm umpmcz NNA NA Amum No mspmcmg cam .NAw>mN Aoogom .Naogu Amuoh NNA An ANmENmANN< nsmxmz No Aczoe< mo NcoApaaNNumwo .mA.m «pack 74 ANA. NNA AN. A.NA AA. N.N AN. A.AO AO. N.NN ANA. ANAN No NNNNA N NNNN AOA. NNA AO. N.NN AN. A.NN AO. N.NN AA. A.A AOA. ANNN No NNNNA N-A ANA. NNA AN. O.NA AN. N.NO AN. N.NN AN. N ANA. ANAN No NNNNA A-N ANN. NNA AA. O.NA AN. A.NN AAA. N.AO AN. A.AN ANN. NANNAN ANA. NNA AA. N.NO AN. N.AN AN. N.NA AN. N AAA. ANNANNNNAN ANN. NNA AN. N.NN ANA. N.NN AOA. N.NN AN. N.NA ANO. NNNNN ANANA 2 AZ. N Az. N Az. N Az. N Az. N AAANNNNNA AN Pouch Lw>mz EoNAwm AAANNN: NAN3A< Ago: umNNAE mzp a: wxms op mANN :mmN so» m>m= .mm AN-AN. NNANAN NNAANN NNA NA ANAN NN NNNNNNN NNN .NANNNN ANNNNN .NNNNN ANANA NNA AN NNNANNNANANAN NN NNNA .NA.N NANNA 75 Twelve children (30.8%) reported that they asked teachers what work they had missed, 15 (38.5%) did the same "sometimes" and 12 (30.8%) had not initiated any communication about the missed work. On the other hand, 10 children (25%) reported that teachers had told them about the missed assignments without having to ask the teachers. Fifteen chil— dren (37.5%) indicated that this had occurred "sometimes" while the same number of children reported that teachers had not told them about the missed lessons without being asked. It is difficult to determine the number of children who were unaware of the content of the lessons missed while attending ESL class; however, these results indicated there were always some children who never knew what work had been covered in the regular classes due to their attendance in ESL class. Table 3.20 shows frequency distributions of items 50 and 51 by the total group and school levels. Questions concerning the amount of time spent at home for doing general school work and the frequency of practicing their native lan- guage were addressed by items 45 and 43, respectively. Twenty students (40%) indicated more than one hour a day had been spent on school work and 2 (4%) marked the "none" response. Eleven (22%) reported one hour a day while 10 (20%) thought about one-half hour had been spent each day for doing school work. 0f 31 students who reported spending one hour or more on homework, 19 (61.1%) were middle school students and 16 (51.5%) were girls. Two children who reported spending no time at home for school work were boys who attended 6 7 .NNuz NAOOAN mAAuz ANONNONOAN mNOuz NNONN AONOA "OAOZ Asmsu chANN NNoA use -NNAN NNOAO ANN NNN AA. O.NN AN. N.ON AN. N.ON -ONOANN OANNN NONNAN AOO. ooA ANA. N.Am ANA. N.Am AOA. O.NN so» xNoz was; AN. A.AO AA. N.AO AN. N.AA NOA AAOA NNONONOA ON .AN ANNOAO ANN NNN AN. N.AN AN. O.NN AN. O.NN -ONOAAO OANNN OONNAN ANN. NNA ANA. N.NN ANA. N.NN ANA. N.NN NOA NNON NON: AN. N.NN AA. N.AO AO. N.NN NNONOOON NNO NOA ON .NN Az. N Az.N ON: AN. N Az.N ON: AN. N Az.N ON: AN. N mmcoNNmm Az.N smAm NNoNo Ampop Az.N EmAu NNon Ampop Az.N EmAu asoNu Amuok Amuob oz NmEAumsom NNA AN-AN. NAONON AOONON ONO NNONN AOAOA NNA AN AN ONO NN NNOAA NON NNONNNNANANAN .NN.N OANOA 77 elementary school. Summary descriptions of the time spent for school work are in Table 3.21. Of 48 children whose mother tongue was other than English (English was a first language for two children), 19 (39.5%) responded that they had practiced their native language regularly outside school. Fifteen of the 17 children who responded to item 43 reported they had practiced it "everyday" (10 - 58.8%) or "twice a week" (5 - 29.4%), while "once a week" and "less than once a month" were marked by one child for each. Table 3.22 is a summary of responses to item 43. Results from the Open-ended Questions Difficult and Easy School Assignments Items 47 and 48 asked children to list three difficult school assignments and three easy assignments. Of 50, 39 children listed one to three subject areas for each item. A subject mentioned most often by both elementary and middle school children was mathematics both as an easy (N = 39) and difficult (N = 5) assignment. English was second as both a difficult (N = 28) and easy (N = 26) assignment. But, there were slight differences in activities specified. While "reading" topped the list of difficult activities in English, "spelling" was first in the easy list. "Writing" was mentioned only as a difficult assignment. English assignments were considered difficult by 15 elemen- tary and 13 middle school children while it was considered easy by 17 elementary and 9 middle school students. 78 ANN. NNA AAA. N.NN AN. N.NN AN. N.NA AN. N.NA AN. N ANN. OAONON ANN. NNA AN. N.NN AN. N.NN AN. A.NN AN. A.NA AN. A.N ANN. NAN: ANN. NNA AAA. N.NO AN. N.NN AN. N.AA AO. O.NA AN. N ANN. OAOONN AON. NNA AO. N.AN AN. N.NA AA. N.NN AN. N.NA AN. N.N AON. ANNANONOAN ANN. NNA ANN. NO AAA. NN ANA. NN AA. OA AN. O ANN. NNONN AONOA 2 A2. N Az. N Az. N AN. N Az. N Az. N NNON AOONON Ange» AOu\N; A Nm>o ANN\N; A ANN\NAE om ANN\:AE NA mcoz NoN wso; AN Acmam wEAA .mv .NAm>mA Aoogum .NNONo ANAoA mgu An xNoz Aoocum NON «swam mEAA No NcoAANNANANAo AmiAo. xmm NNN .A~.m mAnmA 79 .coAANANNEou NNA ENNN cmuaonm wNmz NmNNu chNNAE 03A .umpmanum NA w>onm mmmucmugmn msh k. AAA. NNA AA. N.N AN. N AA. N.N AN. O.NN ANA. N.NN NAuz NNONN AONOA Az. N Az. N Az. N Az. N Az. N Az. N NONONNNNA OsAANN mNNoNNmm .oz\mNNo Nxmmz ANN: xmwz ANN muAAuNNN :oA ou :muNo 35: .me Ampoh :NNA 03A mono mquA Agm>m NNNA Aoqu. me EmuA NON mcoApznAmeAo .NN.m mAnmh 80 Social studies was mentioned as both a difficult (N = 19) and easy (N = 10) assignment. ESL and gym (physical education) were only on the easy list while music was mentioned on both lists. Complete lists of easy and difficult assignments are included in Appendix C (Table C.ll). Items 56 and 57 asked "likes” and "dislikes" about the children's present school while "dislikes" and "likes'l about the school in their countries were addressed by items 58 and 59, respectively. More than 40 of the 50 children mentioned at least one thing for items 56 (N = 48), 57 (N = 44) and 59 (N = 42). "Dislikes" about their native schools (item 58) were reported by 34 children. “Likes" and "dislikes" were categorized into five related areas: a) subjects, 6) other school programs, c) physical facilities, d) affec- tive areas (including social and discipline related items) and e) others. Likes and Dislikes About the Present School Among "likes" and "dislikes" about the present school, the most often mentioned were "some teachers" and "some students". It is inter- esting to note, however, that "likes" about "friends" (N = 18) did not have any elaborating comments while "dislikes" about "some students" (N = 37) included specific behaviors such as "other kids laugh at me or call me names", "some students pick on me", "some kids cut in lunch line", "popular girls and boys are mean", etc. Both "likes" (N = 26) and "dislikes" (N = 7) about teachers did not include any reasons except for a mention of closer and friendly relationships between teachers and students. Another interesting point was that "likes" about "friends" 81 were mentioned about equally by both elementary (N = 8) and middle (N = 10) school children while most of "dislikes" about "some students" were reported by middle school students (33 out of 37 mentions). Physical facilities were also often mentioned as "likes" (N = 14) about the present school (e.g., swimming pool, auditorium, TV in school, good equipment) while they were mentioned three times as "dislikes". Among subject areas, "gym" (N = 14) was reported most frequently as "likes" while "English" (N = 5) was the top of the "dislike" list. Other items mentioned generally overlapped with both lists except for "no uniform", "long summer vacation" (likes) and "snow", "rain", "not enough homework" and "homework" (dislikes). A detailed summary of "likes" and "dislikes" about the present school is in Table C.12 (Appendix C). Likes and Dislikes About the Native Schools In contrast with "likes" and "dislikes" of the present school, "students" and "friends" were mentioned only among "likes" about the children's native schools (N = 27). Again, reasons for "likes" were not elaborated except for "had more friends". "Some teachers" were men- tioned for both "likes" (N = 9) and I'dislikes" (N = 13) (N = 20, including 7 mentions about punishments by teachers). While there were no reasons mentioned for "likes", "unfriendliness", and a variety of punishment methods (e.g., "beating", "spanking", "hitting with sticks",) were commented as reasons for "dislikes". Interestingly, general "strictness" was regarded negatively by five children while there were three positive comments about disciplined climate (evg., "respecting 82 others' property", "no one was allowed to talk in class unless asked", "well behaved students"). Among subject areas, either absence or presence of certain sub- jects or components of certain subjects were suggested as part of reasons for "likes" or "dislikes". For instance, "religion class", "played more soccer in gym class", "Chinese writing" appeared among "likes". On the other hand, "no gym class", "no art class", "less time for gym class", "less time for art", were reported among "dislikes". Among other comments, "I could show my ability, no language diffi- culty" (N = 4), "nothing" (N = 5) and "everything" (N = l) were some of the "likes" mentioned while "recess; only one a day" (N = 4), "too much homework" (N 7), "uniforms" (N = l) and "cleaning up our own school building" (N = 2) appeared, among other items, as "dislikes". On physical facilities, there were five "likes" and 13 "dislikes". A list of "dislikes" were characterized by "a lack of . . .," for example, "schools are poor" (4), "no school bus" (2), "no swimming pool", "small rooms", "small swimming pool", "small, concrete school yard" (N = 1 each). A "candy store inside school" was mentioned twice among "likes". Table C.l3 (Appendix C) summarizes "likes" and "dislikes" about the school in children's home countries. Summary This chapter contained the findings and analysis of the data obtained from QI-C (the child group). The content of QI-C was organized 83 into six areas of interest: 1) additional information on backgrounds of the total group, 2) children's perceptions and opinions about their general adjustment, other students and teachers in the three East Lansing schools, 3) work load related findings, 4) children's views on the effects of the ESL pull-out system, 5) selected issues concerning native language development, and 6) children's likes and dislikes about the present and the former schools in their home countries. Because of the large number of frequency data, the results for every questionnaire item were not presented in writing, but all items and responses are included in tables. Due to the small size of the sample (though representative of the population), analysis of variables using cross-tabulation and bi- variate correlation was limited to the variables which had less than five response categories or which could be meaningfully categorized into less than five scales because breaking up the sample into a larger number of categories would have reduced the significance of such analy- ses to a point of no meaningfulness. Therefore, children's response patterns according to the countries of their origin were not analyzed for this sample. Some of the variables used frequently as a basis for comparison were: school levels, grade levels, sex, lengths of stay in the United States, previous experience with learning English and desire to attend an American high school. CHAPTER IV FINDINGS AND ANALYSIS OF DATA FROM QUESTIONNAIRES II AND III In this chapter, findings and analyses of QII-P (Parent Group) and QIII-E (Group related to Embassies in Washington, D.C.) are pre- sented. Rather than presenting QIII-E results separately, they are described along with the comparable items of QII-C for the purpose of providing a comparison between the opinions of foreign parents in East Lansing and the Washington, D.C. area. This chapter is divided into nine sections: 1) perceived concerns resulting from children's learning in the United States upon their return home; 2) selected issues concerning children's native language development; 3) opinions on school curricula, objectives and work load for children; 4) parental participation and involvement; 5) opinions and information on miscellaneous educational issues; 6) adjustment levels of respondents' family members as perceived by the QII-P respondents; 7) perceived values of learning abroad; 8) perceived responsibilities of educational tasks pertaining to foreign children; and 9) the results of open-ended questions. Concerns Arising From Children's Learning Abroad Upon Their Return Home This section consists of the results of responses to four ques- tions: 1) how important it is to parents for their children to be able 84 85 to pass successfully the normal grade level courses after returning to their countries, 2) whether parents anticipate that their children will experience significant difficulty upon their return home, 3) what kind of problems parents feel that their children may experience after they return and 4) what are some of the parents' plans to minimize those anticipated problems for children? Anticipation As expected, the responses to item 4, "How important is it to you that your child be able to successfully pass the normal grade level courses with respect to his/her age after returning to your country?" were concentrated in the "important" ranges: 60 responses (69.8%) of "very important", 24 responses (28.9%) of "important" and "slightly important" and "not important" by 1 response (1.2%) each (Table 4.01). Table 4.01. Distributions for Item 4 (QII-P) Very Slightly Not Total 4. Importance of Important Important Important Important Response successfully N (%) N (%) N g(%) N (%) N (%) passing the grade level courses in the 60 (69.8) 24 (28.9) 1 (1.2) l (1.2) 86 (100) native schools Of the 82 parents who responded to item 5, 26 (31.3%) felt that their children would "definitely" experience significant difficulty in keeping up with their normal grade level courses after returning to their countries. An additional 30 (36.1%) responded "generally yes" to anticipation of significant difficulty. Twenty-one parents (25.3%) 86 marked the "generally no" response to the question, while 6 (7.2%) thought they "definitely" did not anticipate that difficulty for their children. Table 4.02 shows the distributions of responses to item 5 by the total group for both QII-P and QIII-E. Table 4.02. Distributions for Item 5 (QII—P) and Item 1 (QIII-E) 5. Anticipate diffi- Def. Gen. Gen. Def. Total culty for children Yes Yes No No Response ggupon return? N (%) N (%) N (%) N (N) N (%) N QII-P 88 26 (31.3) 30 (36.1) 21 (25.3) 6 (7.2) 82 (100) QIII-E 33 7 (21.2) 11 (33.3) 14 (42.4) 1 (3.0) 33 (100) Item 5 was broken down into three sets of subgroups (lengths of stay in the United States, children's grade levels and countries] regionsi). There is no significant relationship between those who antici- pated significant difficulties for their children and their lengths of stay in the United States. On the other hand, parents with children in the lower grades gave a slightly higher percentage of yes—responses to 1The number of subjects (88) was too small to have meaningful breakdowns by each country represented by them. Therefore, countries represented by less than ten subjects were grouped into regions. The four regions used were: South and Central America (Argentina, Bolivia, Chile, Colombia, Costa Rica, Dominican Republic, Guatemala, Mexico, Peru and Venezuela), Western Europe (Finland, France, Greece, Norway), Middle East (Egypt, Iraq, Kuwait, Libya, Saudi Arabia, Israel and Sudan) and the Far East (Afghanistan, Bangladesh, India, Indonesia, Japan, Korea, Malaysia, Philippines and Taiwan). Data on other countries (Ethiopia, Jamaica, Nigeria and Turkey) were not used because of the difficulty in including them in appropriate regions in sufficient numbers. 87 item 5. Among the subgroups by countries/regions, the yes-response was topped by 18 parents (90%) from the Middle East, followed by 7 (77.8%) from Iran and 6 (72.7%) from Brazil. South and Central America, Western Europe and the Far East subgroups had 6 (66.7%), 2 (40%) and 13 (56.5%) yes-responses, respectively. Table 4.03 is a summary description of the responses on the two combined response categories1 by the total group and the three sets of subgroups mentioned above. Areas of Difficulty Fifty-one parents, or 61.5%, of the total number responding indi- cated that the deficiency in native language skills would be a likely problem for their children while 19 (22.8%) thought otherwise. The remaining 13 (15.0%) were not sure. Another probable problem reported by more than half of the parents (59.5%) was on item 6-b ("will have missed a significant amount of course content covered in classes in home country because the sequence of course content in American schools is different"). Sixteen parents (19.5%) thought their children "will have missed a significant amount of course content in the school here because of deficient English skills", while 47 (57.5%) reported that would not be a problem for their children. Problems of re-adjusting to the native environment and to the more rigorous academic competition at home were reported by 18 (21.7%) and 32 parents (39.5%), respectively. A similar pattern of responses was also reported on the same item by the Washington group. Table 4.04 shows frequency distributions of 1Table 0.01 (Appendix 0) provides the response results of item 5 with four response categories as they appeared on QII-P. Table 4.03. 88 Distributions for Item 5 by the Total Group and Three Sets of Subgroups (QII-P) 5. Anticipate difficulty Def. Yes/ Gen. No/ Total for children upon Gen. Yes Def. No Response return? N (%) N (%) N (%) N Total Group 88 56 (67.4) 27 (32.6) 82 (100) Subgroups: Lengths of stay in the United States 1-11 months 6 5 (83.3) 1 (16.7) 6 (100) 12-24 months 16 8 (50.0) 8 (50.0) 16 (100) 25-36 months 20 16 (80.0 4 (20.0) 20 (100) 37-48 months 6 4 (66.7) 2 (33.3) 6 (100) Over 49 months 13 9 (69.3) 4 (30.7) 13. (100) No information 27 61 Parents with children in: 1-3 grades 65 43 (69.0) 19 (31.0) 62 (100) 4-5 grades 22 15 (68.2) 7 (31.8 22 (100) 6-8 grades 22 9 (50.0) 9 (50.0) J8 (100) No information 1 102 Countries and Regions: Brazil 11 6 (72.7) 3 (27.3) 11 (100) Iran 10 7 (77.8) 2 (22.2) 9 (100) South-Central America 11 6 (66.7) 3 (33.3) 9 (100) Western Europe 5 2 (40.0) 3 (60.0) 5 (100) Middle East 20 18 (90.0) 2 (10.0) 20 (100) Far East 23 13 (56.5) 10 (43.5) 23 (100) 77 89 ANNA. NN AN.NN. AA AN.NA. N AN.AN. AA N-AAAN ANNA. AN AO.ON. NN AN.NN. AN AN.NN. NN N-AAN coAAAAmNEou uAEmvNuN chummz .m ANNA. NN AO.NN. NA AN.AN. N AN.NN. AA N-AAAN ANNA. NN AO NN. NO AN.AN. NN AA AN. NA N-AAN ANNNANNNOO-ON .O ANNA. NN AN.NN. AA AN.NN. N AN.NA. O N-AAAN ANNA. NN AN.AN. AO AA.NN. NA AN.NA. NA N-AAN mNm; chcNNmA ucmacou umNNAz .u ANNA. NN AN.AN. N AN AN. A AN.AN. AA N-AAAN ANNA. ON AN NN. NA AN.AA. NA AN.NN. NN N-AAN wEo: twgm>ou ucmucou vmmmwz .n ANNA. NN AN.AN. A AN N. N AN.AA. NN N-AAAN ANNA. NN AN NN. NA AN.NA. NA AO.AN. AN N-AAN NAAANN mmmzchA w>AANz .N AN. 2 AN. 2 (ANNIY 2 AN. 2 ONO: mNcoNNmm :Nzumm Non: NEmANoNN _.mpo._. oz .90.»; :wwuLmoAA: mm> .QOLn— $0 mmms< 3.30295 AN-AAAN. .N AN-AAN. .N AN-AAAN ”N-AAN. azoNo ANANA NNA AN NENANNNN No NNmN< um>AmuNmN No NNoAANNANANAo mmcoammm .Oo.¢ NANNA 90 responses to item 6, a-e (QII-P) and item 2, a-e (QIII-E). 0f 88 parents, 25 (28.4%) contributed comments on other probable problems while 11 of 33 QIII-E subjects (33.3%) provided further insights on the issue. Most of the comments were explanatory in nature, giving specific examples, situations or reasons for problems already mentioned in items 6 and 2. Some of the most frequently mentioned are summarized below: A. On native language skills 1. English speaking respondents' concern about differences in spell- ing between British and American English which would confuse younger children, 2. Deficiency will be primarily in "writing". B. Missing a significant amount of course content covered in classes in home country because the sequence of course content in American schools is different 1. Due to more demanding curriculum in home country, 2. Due to difference in curriculum components (e.g., geography, history, language, grammar, religion courses), 3. Older children would likely have more of this problem. D/E. Difficulty in becoming re-oriented to the native environment and schooling . Due to difference in teaching style and methods Due to different behavioral norms observed in interpersonal relationships (between adult and child, teacher and pupil, etc.), Due to missing the American environment (example, material con- veniences, equal emphasis on non-academic subjects, snow, etc.), Due to a general change (political, social and cultural) which occurred in the home country while away, Children's experience in America would likely cause curiosity and envy by peers upon return to the homeland, . Some children will probably be put back at least one year, thus causing the children to lose their age peer group. Ch 0" h (A) N-—' O O O 0 Correlation of the results of item 6, a-e for the QII-P total group with lengths of stay in the United States showed that of the five problem areas discussed, three (a, c, d) were highly correlated with respondents' length of stay in this country: 91 l) The longer the respondents' stay in the United States, a greater likelihood of children's problems with the native language (T = -.4797, P < .001) was indicated, 2) The longer the respondents' stay in the United States, their responses showed less problem of their children's missing con- tent learning while here because of deficient English skills (T = .2279, P < .011), 3) The longer the respondents' stay in the United States, their responses tended to suggest greater difficulty in their chil- dren's becoming re-oriented to the native environment (T = -.2097, P < .017). Degrees of relationship between parents' perceived problems (6-a, b, d, e) for their children upon their return to their homelands and countries/regions as well as children's grade levels were sought by cross-tabulating those variables. There were no significant relation- ships between the eight sets of paired variables except for two, chil- dren's grade levels and 6-b, 6-d (missing content covered in home school/problem of re-adjustment). The results indicated that the younger their children, there was a slightly greater probability that the parents reported there may be a problem with the native language and of re-adjustment. Responses to 6-d were also cross-tabulated by combining the variable of children's sex and school levels. Summaries of these cross-tabulations are included in Appendix 0 (Table 0.02, 0.03 and 0.04). 92 Parents' Plans to Minimize Probable Problems Question 7 asked, "If you feel your child may have problems, how do you plan to minimize them?" Table 4.05 shows the results of responses to this question. Table 4.05. Distributions for Item 7 (a-e) by the Total Group (QII-P) 7. Ways to minimize problems Apply Not Apply Total Response upon return N (%) N (%) N (N) a. Private tutor helping with textbooks 6 (6.8) 82 (93.2) 88 (100) b. Family members' help with textbooks 29 (33.0) 59 (67.0) 88 (100) c. Child studies with textbooks 25 (28.4) 63 (71.6) 88 (100) d. Plan to hire a tutor upon return 29 (33.0) 59 (67.0) 88 (100) e. No plan 13 (14.8) 75 (85.2) 88 (100) It was difficult to determine the extent of overlapping responses to items 7a through 7d, but it was clear that the result indicated that the majority of parents (85.2%) at least had thought about some sort of plans to minimize their children's problems when they return to their countries. It also suggested that at least 33% of parents had brought with them textbooks used by their children in schools of their home countries. Twenty-two of the 88 parents provided some comments on "other" plans for minimizing the problems of returning children. Most of those comments were characterized by parents assuming the responsibility of 93 minimizing whatever problems may occur. The comments were categorized into five groups: 1. An approach of ”wait and see; we'll do the best" when problems arise. 2. Concrete plans: a) One year before returning home, we'll brush-up on reading, writing and grammar of our language. b) Help children catch-up with history and geography which they are missing here. c) A friend in the native country will be sending a set of textbooks children will be using one year before our leaving here. d) Encouraging children to read books in their native language. e) Try to find an English-speaking school when we return. f) Try to enroll children in an American school overseas in the native country. 9) Try to enroll children in a bilingual school in our home country. 3. "Don't know what to do": a) "Want to do Something, but don't know what resources are available in this area." b) Requested school to teach native language. c) "Enrolling children in Arabic school in P.M. and consider- ing a tutor too, but too much load on children is a concern right now." 4. Not expecting any problems. 5. "Unfortunately, there is no time to help children; both of u are students." ' About 70% of QIII-E subjects responded to an open-ended question (item 3), "Please list your suggestions which may help minimize those problems of returning children." Their comments were grouped into suggestions to: 1) school, 2) school and parents, and 3) parents. A summary of these suggestions appears in Appendix F. 94 Findings Related to Native Language Issues This section focuses on: 1) parental expectations regarding children's keeping up with their native language learning, 2) perceived areas of deficiency in the native language and 3) parental plans to help children keep up with their native languages. Parents' Expectations In response to the question (item 8), "Do you expect your child to keep up with basic skills in your native language while staying in this country?" 29 parents (33.3%) responded "definitely yes" and 32 (36.8%) reported "generally yes". Twenty (23%) marked "generally no" and 4 (4.6%) responded "definitely no". Two parents from English speaking countries wrote in "not applicable". (Data on one case was missing - Table 4.06). Correlation of parents' expectation levels with their length of stay in this country showed that the longer their stay, the less expectation was reported though a significant level was P > .05 (T = .1668, P < .058). In spite of the absence of a bilingual program in the three schools and a lack of systematic programs for native language instruc— tion in the area, parents' expectations for their children's continued native language development seemed to be high, if their expectation was (assumed comparable to what they might expect of their children in their native school environments. 95 Table 4.06. Distributions for Item 8 (QII-P) 8. Expectation for child to keep up with Def. Gen. Gen. Def. Total native lan- Yes Yes No. No N/A Response guage skills N (%) N (%) N (%) N (%) N (%) N (%) 29 (33.1) 32 (36.8) 20 (23.0) 4 (4.6) 2 (2.3) 87 (100) Areas of Deficiency in Native Language Parents' expectations for children's continued language develop- ment was relatively high, but what was their perceived reality with regard to children's actual skills in native language? Item 9 addressed this question. Among eight selected components of the lan- guage, "writing" (71.3%), "vocabulary" (62.1%) and "grammar" (60.9%) were perceived as being deficient by more than 50% of parents. "Reading" (48.3%) and Nexpressing thoughts orally" (40.2%) were also reported by more than 40% of parents. Table 4.07 is a summary of these findings.1 Perceptions of children (as reported in Chapter III) and parents about children's deficient areas in the native language were similar in terms of the percentage points reported for proportion of each language component. It is interesting, however, to note that smaller percentages of children thought they were forgetting "daily talking" (8.5%) and 1A similar question was also asked to the child group (item 41, QI-C). The results of children's responses appear in Table 3.11 on page 62. 96 Table 4.07. Distributions of Native Language Deficiency of Children Reported by the Parent Group (QII-P) 9. Parts of native language children Apply Not Apply Total Response may be forgetting N N N (%) a. Reading 45 (48.3) 42 (51.7) 87 (100) b. Grammar 53 (60.9) 34 (39.1) 87 (100) c. Writing 62 (71.3) 25 (28.7) 87 (100) d. Vocabulary 54 (62.1) 33 (37.9) 87 (100) e. Daily conversation 14 (16.1) 73 (83.9( 87 (100) f. Expressing thoughts orally 35 (40.2) 52 (59.8) 87 (100) 9. Listening and under- standing 8 (9.2) 79 (90.8) 87 (100) h. Appropriate non- verbal behaviors 15 (17.2) 72 (82.8) 87 (100) "expressing (themselves) in speaking" (17%) than parents "daily conver- sation" (16.1%) and "expressing thoughts orally" (40.2%). Table 4.08 shows a breakdown of the responses to item 9 by length of stay in this country. Correlation coefficients of item 9 responses with length of stay indicated that one area, non-verbal behaviors, appropriate to native language expressions, had a significant relation- ship with length of time in the United States.1 1Length of stay in the United States with: Reading Grammar Writing Vocabulary C Kendall oefficient .1539 _N_ 61 61 61 61 Reading and grammar Significance Level .080 .064 .120 .526 continued p. 98 97 AN u NmNNu chmmAzc AN.NN. AN.NN. AN.NA. AA.NN. AN NO. AN.NN. AN NN. AN.NN. AN.NN. AN.AN. AN.NN. AN.NN. AN.AN. AN.NN. AN.NN. AN.AN. ANAuz. N O NA N N A N O N N O N O N N N NNNoA O NONN AO.AA. AN NN. AA NN. AN.OA. AN.NO. AA.AN. AA.NN. AN OA. AN.OA. AA.NN. AN. ANNA. AN.NN. AO.AA. AN.NO. AA.AN. AAuz. N N N A N O N A A N N A N N N O NNNOA O-N AN.NA. AA.AN. AA.ON. AN.N. AO AO. AN.NN. AN.NA. AA.AN. AN.AN. AO.NN. AA.AN. AN NA. AN.NN. AA.NA. AA.NO. AN.AN. ANAuz. NA O NA A N NA NA O N NA O NA N OA N AA NNNOA N-N AN.AN. AN.NA. AN.AN. AN NA. AN.NA. AN.NN. AN AN. AN NA. AN.NO. AN.NN. AN.NO. AN.NN. AN.NN. AN.AN. AN.NN. AN.NO. ANAuz. OA N NA N NA O NA N A N A N NA N N A NNNOA N-A ANNA. AN. ANNA. AN. AA.NA. AN.NN. AN.NN. AA.NA. AN.NN. AA.NN. AN.NN. AA.NN. AN.NN. AA.NN. AA NN. AN.NN. Aan. N N N N A N N A N O N O N O O N NOOAVATN «mnaogmnzm AN NN. AN.AA. AN.NN. AN N. AN.NN. AO NO. AN.NN. AA.NA. AN.AN. AA.NN. AA NN. AN.AA. AA NN. AN.NN. AA.AN. AN.NO. N AANuz. NA NA NA N NN NN NA OA NN ON NN NN ON NN NO NO NONN AOAOA AN. AN. AN. AN. AN. AN. AN. AN. AN. AN. AN. AN. AN. AN. AN. AN. 2 z z z z z z z z z z z z z z z NAN AANNN NAz AAONN NAN AANNN NAz AANNN NAN AAONN NAz AANNN NAN AANON NAz AANON NONONNNNA NoA>N5mm chchAN AAANNo :oAANNNw>:ou ANNA=NNUo> chuAgz NNsENNw chcama w>Aaoc ANNNm>1coz -NmuN: new NugoaoNA chuummNON muNANNoNaN< chcmuNAA mNANNwNqu cmgvAAsu .m AN-AAN. NOAOAN OONANN ONA NA ANAN NO NNONNON AN N NONA NON NNONANNNNNNAN .NN.O OANNA 98 were moderately associated with length of stay with significance level P > .05. Parents' Plans to Help Children Continue Their Language Developments Deficiency in some parts of the native language was reported by the majority of parents. In view of their relatively high expectations, what are some of their strategies to cope with the deficiency? Item 10 addressed this question. One plan among six others was considered most by 73 parents (83.9%). That is, "try to use native language at home". This plan, however, would primarily help oral-aural language of chil- dren, which was reported earlier as less of a problem by the majority of parents. "Use printed materials in the native language" and "tutor by family members" were considered by 33 (37.9%) and 24 parents (27.6%), respectively. "Use of sound tapes" was reported by 15 (17.2%). "Private tutor" and "private group lesson" were considered altogether by 17 parents (19.5%). Five parents (5.7%) responded "none" to the question. Of two write-in comments (other), one plan was to encourage children to write letters and a diary in the native language, and another was identical to lO-b (tutory by family members). Table 4.09 summarizes the parents' plans to help children continue their language development. Kendall Significance Coefficient N_ Level Conversation .0785 61 .372 Expressing thoughts orally .0530 61 .547 Listening and Understanding .0965 61 .272 Non-verbal behavior .2016_ 61 .019 99 Table 4.09 Distribution for Item 10 (a-h) (QII-P) 10. Ways to help child to keep up with native Apply Not Apply Total Response language N 4(%) N ,(%) N (%) a. Use the language at home 73 (83.9) 14 (16.1) 87 (100) b. Tutor by family members 24 (27.6) 63 (72.4) 87 (100) c. A private tutor 9 (10.3) 78 (89.7) 87 (100) d. Private group lesson 8 (9.2) 79 (90.8) 87 (100) e. Use printed materials 33 (37.9) 54 (62.1) 87 (100) f. Use sound tapes 15 (17.2) 72 (82.8) 87 (100) g. Tutor at school 8 (9.2) 79 (90.8) 87 (100) h. None 5 (5.7) 82 (94.3) 87 (100) Findings Concerning School Curricula, Objectives and Work Load for Children This section presents: 1) parents' opinions about the current school programs, 2) their views on general school objectives, 3) areas of school program of which parents wished to be better informed, 4) their opinions about ESL (English as a Second Language), and 5) the findings related to children's work load. The Current School Program Parents' opinions about the importance or relevance of each sub- ject area as offered currently by the East Lansing School District were sought through items 12, a-l. Among the subjects being offered at both ‘ school levels, mathematics (87%), English (82.3%), ESL (72.6%)-and science (70.8%) were reported as "very important" to foreign children 100 by the majority of parents. Except for ESL, these subjects and social studies make up the core curriculum required of all children at elemen- tary and middle schools. Compared with these three subjects (mathema- tics, science and English) opinions about social studies as offered in the three schools were mixed. Twenty-nine parents (34.5%) considered it "very important", 36 (42.8%) responded "important" and 17 (20.2%) "slightly important".1 Among the core subjects, only social studies was reported with 2 (2.4%) "I don't know" responses. Among non-core subjects, physical education was considered by most (42 or 40.4% of parents) as "very important", although the combined figures ("very important" and "important") placed art first (88.2%), physical education second (81.2%) and music third (70.7%). Table 4.10 summarizes parents' opinions about the current school programs. Parental Views on General School Objectives Eleven broadly defined educational objectives were considered in terms of their importance for foreign children of ages six to thirteen who study in American public schools. Table 4.11 is a summary of QII-P and QIII-E responses to item lS/item 4, respectively, with the two response categories combined. Original responses to each item are included in Appendix 0 (Table 0.05 (QII-P) and 0.06 (QIII-E)). As shown in Table 4.11, the overall percentages of responses between the two groups are quite similar: There are 0 to 7 percentage 1Reasons for this relatively low opinion on social studies were implied or indirectly suggested in responses to o en-ended questions by both QII-P (item 30) and QIII-E (items 7, 8 and 9 groups. These responses are described later in this chapter. 101 «NA NA umuzAucA mNmz NmNNu ANcoAuAuuN cm>mN op mmNNA .AuA NA No NAAammN .AAmz Na cmucoNNmN :mNuAAgu Agoucms 1mAm No NucmNNN weoN Nan .ucoNNmN o» NucmNNN Aoosum mAuuAE NoN umvcwucA mNmz NNNNN pumnaam NaoNN ENAmaNN ANNA.NNN AN.NA. O AN.NO. NA AO AN. N AO.AN. N NANONN AOONON-NOANN .A ANNA.NNN AN. N AA.NN. N AN.NN. AA AN.NN. N ONONNNNA NNNONON .A ANNA.NAN AA.N. A AN.NN. N AN.AN. NA AN.NN. A NANN AOANNNNONA .N ANNA.NON AN.N. N AA.NN. A AN.AN. N AN.NN. N NNAANNONON .N AANN AOONON OAOOA: NANuz NNONNNNN ANAOA ANNA. ON AN.N. N AN.A. A AN.NN. NN AN.NA. AN ANN .N ANNA. NN AA A. A AA.AA. NA AN.AN. AN AO.NO. NO NOAAOONON AOONNANN .N ANNA. NN AN.N. N AN.NN. NA AN NO. ON AN.NN. NN OANNN .N ANNA. NN AA.A. A AN NA. N AO.NN. NO AN.AN. AN ANN .O ANNA. NN AN. N AN.N. N AN.NN. NN AN.NA. NN OONOAON .O ANNA. NN AN. N AN.N. N AO.N. N AN AN. OA NOANONONANN .O ANNA. ON AO N. N AN.NN. AA AN.NO. NN AN.ON. NN NOAONNN ANNOON .N ANNA. NN AN. N AN. N AA.AA. NA AN.NN. NA NNAANNN .N NNuz NNONN ANNOA AN. 2 AN. AN. 2 AN. 2 AN. 2 .NNONO AOONNNO mmcoammm zocx ANNANoNEA ANNANONEA ANNANoNsA mzu No Amu=N>mAmN ANANA A.Noo A AAANNAAN Agw> No. mocmuNoaeA .NA AN-AAo. NA EmuA Now mcowuanAguon .oA.e mAnmh 102 z AOAoA ms» NON» NONANA azon .mmnz N-AAAc mwwuz N-AAo Amuoz .NNNon Neon NoN some No Ampou ONNoNNmN msp co NONON NA NmmcoNNmN No mmOANOUqu ogA .4. :oAAOuzvm NN NA AN.AN. A AA.AA. OA AA.NA. NN AN.NN. NN AONNAANO-NAANN .A NN AA AN.NA. N AA.AA. N AN ON. NN AN NN. NN NOAOONONO AOOANAN .N NN AA N NN. N AO.NN. NA AN.NN. ON AN.NA. NN ONONNNOA ONNAOz .N NN NA AN.ON. N AN.NA. NA AA.NA. NN AN.NN. NN NNNNNONNON ONO: .N NN AA AN.ON. N AN.AO. NN AA.NA. NN AN NN. NO NNONONONO AONONAOOON .N NN NA AN.NA. N AN.AN. AA A0.0N. AN AN.NA. AN AANNNOOA AONNAANN .N NN NN AA.NA. O AN.A. N AN.AN. NN AN.NN. OA NAAOON .O NN AN AA.N. A AN. N AN.NN. AN ANNA. AN NNNANNN .O NN ON AN. N AN.N. N ANNA. NN AN.AN. NA NAAAAN AOANONOONNN .O NN NN AN.NA. N AN NN. AN AN AN. AN AN.OA. NN ONNNAOA NO ONN .N NN AN AN NO. NA AN.NO. NN AN.ON. AA «AA.NN. NO NANNNONAANN .O ANNNA.z ANNNA.z AN. 2 AN. 2 AN. 2 AN. 2 N-AAAN NuAAN N-AAAN N-AAN N-AAAN N-AAN NONANOONNN AOONON wmcoqmwm AOANA ANOANNNEA poz ANOANONEAAANOANanA Agw> muAAAc .O AANOANONNA AAANNNAN N-AAN .NA AN-AAAN. O NOAA ONO AN-AAN. NA NOAA NON NNOANNNNNANNN .AA.O OANOA 103 points difference between the two groups for ten objectives. "Vocational awareness“ has about 17 percentage points difference; and QIII-E group considered it more important than the QII-P group. Another difference between these two groups was that there were greater percentages of missing data among the QII-P group. The results suggest a few interesting observations. First, "citizenship", which has traditionally been incorporated in the social studies curriculum, was reported as least important among eleven selected objectives. Second, "English", which would not be the first language for most students, was considered a top priority subject along with "fundamental skills". It is not surprising, however, to see "English" in this position since it is the medium of instruction in this country. On the other hand, the percentage points difference between “English" and "native language" was over 20%. Third, "ethical character" was reported as more important than seven other objectives. It comes after "fundamental skills", "English" and "health". The results of QII-P responses to l5a, 15f and l5i (citizenship, cultural identity and the native language) were further analyzed to examine patterns of responses by countries/regions and religion. The results are presented in Table 4.12. On "citizenship", greater differ- ences were observed among countries and regions. For example, subjects from Brazil and Iran responded with reverse percentages for "important" (Brazilians) and "unimportant" (Iranians). The subjects from the Middle East and the Far East were in the reverse position ("not important") with those from the South and Central America ("important"). Although these differences may not be significant in view of the size 104 AN.AN. N AN.NN. N AN NN. A AN NA. N AN.OO. O AN.NN. N NA OONOOONONN O2 AN. N ANNA. N AN NN. A AN.NN. A AN. N ANNA. N N NOOONANN NOONN AA.AA. A AN NN. N AN.NN. N AN.NA. N AN.AA. A AN.NN. N N NNAANOANOOOAN AN.NN. A AN NN. A AN. N ANNA. N AN. N ANNA. N N NNAOOON AN AA. N AN.NN. NN AN.NA. N AO.NN. NN AN.NN. NA AA.NO. OA NN NOANA AN. N ANNA. A AN. N ANNA. A AN. N ANNA. A A NNNNONAN AO NN. A AN.NN. OA AN.NN. N AN.NA. NA AN.ON. NA AO.NO. NA NN NNAOAAONOON AA.NA. A AN.NN. N AN.NN. N AN NN. O AN.NN. N AN.NN. O N NNANOONN ”azogmnam AO.NN. A AN NN. NA AN.AN. N AN.NA. NA AN.NN. A AN.NN. NA NN NOON NON AN.NA. N AN.NN. AA AA.NA. N AN ON. NA AN NN. A AN.NN. NA NN NOON OAOONz AN.NO. N AN NN. N AN.NO. N AN.NN. N AN.NN. O AN.NN. A N ONOONN NNOANON AA.AA. A AN.NN. N AN.AA. A AN.NN. N AN.NN. N AN NN. N AA OOANONO AONANON-NANON AN.OA. A AA.NNW N AN.AA. A AN.NN. N AN.NN. N AN.NN. N NA NOLA AN.NN. N AN.NA A AN.NN. N AN.NN. N AN NN. N AA.AA. A AA AANONN Agaogmnzm AO.NN. NA AN.NA. NN AN AN. AA AN.NA. ON AN.AO. NN AN NN. NO NN NOOAN z AOOOA AN. 2 AN. 2 AN. 2 .AN. 2 AN. 2 AN. 2 ANONAoNEAc: ANNAANNEA ANOAANNEAN: pcmpAoNEH Nampcoaewca NNOAAoNEA Ngommpmu uchnEoo ONONNNON O>AAOz .N NAAANOOA AONOAANN .A NNNNNONAAAN .O NO>AAOONNN .NA AN-AAN. NONNAAON ONO NNOANONANOANANNON NO AN .N .O. NA NOAA NON NOONANNANANAN .NA.O OANOA 105 of the sample, these differences are interesting. There are no signifi- cant differences between countries/regions on "cultural identity" and "native language" with this sample. Response patterns on the three variables (l5a, f, i) when grouped by religions do not appear uniquely different,1 except that the Protest- ant group reported the largest percentage points difference between "important“ (22.2%) and "unimportant" (77.8%) on "citizenship". Thirteen QII-P and nine QIII-E subjects responded to an open-ended question concerning school goals. ("List other goals you think the school should try to help children achieve.") While items l5 a-k are broadly defined educational objectives, most of the write-in comments were generally much more specific and their categorical levels were not congruent with the a-k objectives, although many comments could properly be subsumed by one or more a-k objectives as subcategories or examples. Among objectives a-k, "multi-cultural education" (k) and "ethical char- acter" (j) were commented on most frequently. Below are a few comments of interest made by four QIII-E subjects, which could properly belong to the present section: l) The underlying values and concepts of items a, g, h (citizen- ship, vocational awareness, home membership) are so different (from ours) that the child will have to make a conscious adjustment on his return to homeland . . . (e.g., differences in the democratic processes, the opportunity of vocations and intrafamiliar relationships), 2) All the above goals are worthy and important, but the degree to which the American public school is the principal dealer in these areas is the question. Family environment and the 1Three groups; Hinduism, Judaism and Greek Orthodox were excluded from comparison with others due to the small sample size. 106 basic culture of the country should also play a significant role, 3) Others a) ’How to learn' or process learning should be considered an important school objective, b) . . . Some systematic assistance in easing older children (10+) into existing tightly formed American peer groups at school (is needed). . . . Perhaps with a specific common goal or project. . . . Information on School Programs Item l4 (QII-P) asked parents to check the areas of the school program about which they wished to be better informed. The results are tabulated in Table 4.13. The areas checked by more than 50% of the total group were: mathematics curriculum (62.8%), teacher expectation of student behaviors (60.5%), science curriculum (58.l%), ESL and English curricula (57% for each) and teacher expectation of student academic performance (55.8%). It is difficult to determine whether parents checked only the areas about which they had not been informed or checked only those areas in which they were interested, even though they may not have known much about the unchecked areas. The six areas mentioned above, however, sug- gest that choices were made based on their interest rather than their lask of information since four of those six areas (two were non-academic areas) coincide with the top four subject areas parents considered "very important" on item l2. Also, the results of correlational analyses between items 14 (a-m) and lengths of stay in East Lansing were not significant. (An assumption was that the longer the stay, more the parents had known about the school programs.) If the responses were made based on their interest, the fact that "teacher expectation of Table 4.l3. Distributions for Item 14 (QII-P) l07 Total 14. More Information Desired on Apply Not Apply Response Areas of School Programs N (% N (%) N (%) Total Group N = 88 a. Mathematics curriculum 54 (62.8) 52 (37.2) 86 (100) b. English curriculum 49 (57.0) 37 (43.0) 86 (100) c. Science curriculum 50 (58.l) 36 (4l.9) 86 (l00) d. Social Studies curriculum 38 (44.2) 48 (55.8) 86 (100) e. Art curriculum l7 (l9.8) 69 (80.2) 86 (l00) f. ESL curriculum 49 (57.0) 37 (43.0) 86 (lOO) 9. Physical Education Curriculum 20 (23.3) 66 (76.7) 86 (l00) h. Music Curriculum 22 (25.6) 64 (74.4) 86 (100) i. Grading Methods 29 (33.7) 57 (66.3) 86 (100) j. Discipline Methods and Procedures 41 (47.l) 45 (52.3) 86 (100) k. Teacher Expectation of Student Behavior 52 (60.5) 34 (39.5) 86 (l00) l. Teacher Expectation of Stu- dent Academic Performance 48 (55.8) 38 (44.2) 86 (l00) m. Classroom Arrangements and Functions 3l (36.0) 55 (64.0) 86 (100) Total Subgroup N = 2l - Middle School Parents n. Foreign Language Curriculum l5* —- -- o. Homemaking Curriculum 5* -— -- p. Industrial Arts Curriculum 7* -- -— q. Extra-curricular Programs 9* -- -— * Because of the response format for item 14, it was difficult to separate middle school parents from elementary parents who did not mark (v’). Therefore, only the total N checked was recorded on the above table. l08 student behaviors and academic performances" were selected along with the high priority academic areas is interesting. This would suggest the seriousness of the parents' concern about student behaviors and the standard for academic performance. The responses to the four non-academic areas (l4 i-m) were fur- ther analyzed by cross-tabulating two sets of subgroups: schools and countries/regions (Table 4.l4). Information about "discipline methods and procedures " (j) and "teacher expectation of student behaviors" (k) was desired most by the parents of children who attended Spartan Village School (j - 56.4%; k - 66.7%), followed by Red Cedar School parents (j - 48.6%; k - 62.2%), then Hannah Middle School parents (j - 47.4%, k - 57.9%). Information about teacher expectation of student academic performances was desired most by Hannah Middle School parents (68.4%), followed by Spartan Village parents (56.4%) and Red Cedar parents (54.l%). Functions of various physical arrangements in the classrooms interested Hannah Middle School parents (47.4%) most, followed by Red Cedar (35.l%) and Spartan Village parents (33.3%). Although distributions of items l4 j-m by countries/regions sug- ‘ it is difficult to gest various speculations about cultural norms, discern unique patterns with this sample. Item l4-i (grading methods) was cross-tabulated with school levels (Table 4.15). The results show 1For example, the responses of the Middle Eastern group to item l4-k (expected behaviors), which were 75% "desired" and 25% "not apply", might have been due to their culture bound norms concerning the expected behaviors of children in the school. l09 AN.NO. N AA.NN. NA AO.NN. N AN.NN. OA AO NN. N AN.NN. OA AN.ON. NA AN NO. NA NN NOON NON AN.NA. OA AN NN. N AN.NO. N AN.NN. NA AN.NN. N AN.NA. NA AN.NO. N AN.NN. AA NN NOON OAOOAz AN.NN. N AN.NO. N AN NO. N AN NN. N AN NO. N AN NN. N AN.NN. O AN.NN. A N ONONON :NmNOmz AN NN. N AN NN. N AN NN. N AN NO. O AN.NN. N AN.NN. N AN.NO. O AN.NN. N AA OONNONO AONNNON-NNOON AN.NA. A AN.NN. N AN.NN. N AN.NN. N AN.NN. N AN.NO. O AN.NN. N AN NO. O NA NONA AN NA. A AN.NN. N AN.NN. N AN.NN. N AN NO. O AN.NN. N AN.NN. N AN.NN. N AA ANNONN Ozonom \NNANpcsou. AN.NN. NA AO.AO. N AN.AN. N AO NN. NA AA NO. N AN.AN. AA AN.NN. NA AO.AO. N AN NONNO: AN ON. ON AA NN. NA AN.NO. AA AA.ON. ON AN AN. OA AN.NN. NN AO.AN. NA AN.NO. NA AN NOOON NON AA.NN. NN AN.NN. NA AN.NO. AA AO.NN. NN AN.NN. NA AA.NN. NN AN.NO. AA AO.NN. NN AO ONOAAAN NNNNONm AOAOOOOO. Amazosmaam AN.ON. NN AN.NN. AN AN.OO. NN AN NN. NO AN NN. ON AN.NN. NN AN.NN. NO AA.AO. AO NN NNONN z AONNN AN. 2 AN. 2 .AN. 2 AN. 2 AN. 2 ANN. 2 AN. 2 AN. 2 NANN< Noz NNNNNNN NANN< Noz NNNNONQ NANN< Noz cmNAmmo NANN< Noz umNAOmo "co nmNAOoo NpcmsmchNN< ENNN mocOENoNNNN NoA>Nsmm NmNomem .x Onogumz chANAoNAo .w :oNNOsNowcA .OA -NNOAQ No :oANNNNN .E NAENNOo< NNNumeu .A AN-AAN. AN-AAN. Nazosmnam umuumAmm mo Numm ozk NNO NNONo AONoh NNN An Asin. OF smpH No Ncowuznwgumwo .NA.O mpnmh 110 information on grading methods was desired by middle school parents (42.9%) more than elementary parents (32.9%). Table 4.15 Distributions for Item l4-i by School Levels (QII-P) l4-i. Information on Desired Not Apply Grading Methods N (%) N Total group 88 29 (33.7) 57 (66.3) Subgroups: Elementary 75 24 (32.9) 49 (67.1) Middle 2l 9 (42.9) 12 (57.1) Parents' Views on ESL Program Acquisition of the English language was reported as a very impor- tant objective by all parents of the sample. Although foreign children are constantly exposed to a variety of situations for learning English while in school, ESL class is perhaps the only place where systematic teaching and learning of English as a second language takes place. In addition, ESL class has been functioning as a sort of transitional buffer zone for facilitating children's social and cultural adjustment since no other class or no other personnel, except for ESL teachers, have dealt primarily with foreign children. However, varied degrees of emphasis on this function were observed among the three schools attended by foreign children. In the parents' view, what are the desired components of the ESL program? Item 11, a-k addressed this question. The results of their 111 responses are in Table 4.16. Activities focusing on language learning were generally weighed more in importance than support activities. Components of the program which received the "most emphasis" response by more than 50% of the total group were: 1) speaking (77.5%), 2) writing (71.9%), 3) vocabu- lary (70.3%), 4) listening comprehension (67.8%), 5) reading (63.3%), 6) conversation (63.1%), 7) helping children adjust (56.4%) and 8) giv- ing extra help for regular class work (50.6%). Activities focusing on introduction of American culture (19.4%) and cultures of the world (27.9%) received the least percentage of "most emphasis" responses by the total group. Combined percentages of “emphasis" (most/moderate) and "no-empha- sis" (slight/no) response categories for ll-h (world culture) and ll-i (American culture) were about 50 for both while all the other activities were reported by about 80% or more for "emphasis" categories. For this reason, items ll-h and ll-i were further analyzed to find out the response patterns by subgroups of countries/region, children's grade levels and children's sex/school levels (ll-i only) (Table 4.17). “Emphasis" on teaching of "American culture" was supported more by parents of middle school students than those of elementary children, and it was also reported more by boys' parents than girls' at both school levels. On the other hand, teaching of different cultures of the world was regarded important by slightly more elementary parents than middle school parents. A breakdown by countries/regions shows similar distribution pat- terns for "emphasis" and "no emphasis" on teaching cultures of the world 112 ANNA. NA AO.N. N AA.N. O AN.NN. NN AO.NN. OO NOONOO OANNN NAN: .N ANNA. NA AN.N. A AN.AA. N AN.NN. NN AN.NN. NN NNOz AOONON Nopzmmm NAN: .w ANNA. AA AN.NA. NA AN.NN. NN AA.NN. AN AO.NA. NA ONNNAON NOONNONO .N ANNA. NA AN.NA. AA AA.AN. NN AN.NN. AN AN.AN. NN ONONAON OANON .N ANNA. NA AN N. N AN.N. O AN AN. NN AN.NN. NN NNNOOON .N ANNA. NA AN.N. N AN.N. O AN.NN. NA AN.AN. AN NNNNONONN .N ANNA. AN AN.N. N AN.N. N AN.ON. NN AN.NA. AN NNOANNOOON .O ANNA. NN AO.N. N AO.N. N AN.NN. NA AN.AA. NN NNNNNNN .O ANNA. NN AN N. N AN.N. N AA.NA. AA AN.AA. NN NONNOOON .O ANNA. NA AN.N. N AN AA. N AN.NA. OA AA.NN. NO NONNOONO>NON .N ANNA. NA AN O. N AN.NA. NA AN.NN. NN AN AO. AN NONNONN .O AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 mmcoammm ANNop NANONNEN OANONNEN NNNONNEN NNNONNEN mucmucou Oz NNNNAN ONONOOOz NON: NONNONN NNN .AA AN-AAO. ENNmoNN 4mm No NNNNNNNEou NNoANO> co szA> .NNNNNNN No OcoANNNANNNNo .NA.O NANON 113 AN.NO. O AN NN. N NA OAOOAz NA AO.ANNN AN.NN. N AA.AA. A NA OAOONN ON AO.NON AN.NN. NA AN.OO. NA NN ANON icmEmAm :N AN.ONAw AN.NO. NN AN.NN. NN NO NNON icmsmAm :N Amvzom AO.NN. N AN.NN. NA AN NN. N AA NO. A NN ONOOONN N-N AN.AN. N AO.NN. NA AN.NN. N AN NA. OA NN ONOOONN N-O AA.AN. NN AN NO. AN AO NO. NN AN NN. ON NN ONOOONN N-A AugpNz mucmgma. AN NN. NA AN AO. AA AN.NN. NA AN.NO. NA NN NOON NON AN.NO. N AN.NN. AA AN.NO. N AN.NN. AA NN NOON OAOONz AN.NN. A AA.NN. N AN.NN. N AN NN. N N ONONNN NNONOON AN.AN. O AN.NO. N AN.NN. O AN.NN. O AA OONNONO Esp—Ame sun-om AN.NN. N AN AN. N AN.NN. N AN.NA. N NA NONA AN.NA. N AN.AN. N AN.NO. O AN.AN. A AA ANNONN Ammngcaou. ”Nazonnam AN.NO. AN AN.ON. NO AN.NO. NN AN.ON. NO NN NOONN AONOA 2 AN. 2 AN. 2 AN. 2 AN. 2 OOANONONON NNNN5NEN oz NANNNNEN NNNNNNEN oz Nwmmgasm umcwneou NANNANU NONNNNE< .N NANoz mg» No mmssppzu .; Emgmogm 4mm .AN AN-AAN. ONNONNNNN NO ONON OONOOAON OONNA NO AN .N. AA NONA NON ONOANNNANNOAN .AA.O OANOA 114 except for Iran where "emphasis" was selected by 75% of that subgroup while "no emphasis" was chosen by only 25%. Other countries and regions had percentage points difference of less than two to one be- tween the two response categories. A similar, but greater, percentage points difference (more than 4:1) occurred between the two response categories for "teaching American culture" by the parents from Brazil. Twelve parents wrote comments on the space provided for "other" activities in item ll (ESL programs). Most of them were explanatory in nature by giving reasons for particular responses they had given. Three comments of interest are cited below. 1) Grammar should not be taught since American English grammar is not the same as that of other English speaking countries including (some) African (nations). It confuses children. 2) Leave (culture learning) to children's natural peer inter- actions, especially for younger children. 3) Special help is needed for children who are enrolled in the middle of the school year. Work Load Related Findings In response to item 13, which asked "concerning work missed while attending special English class for foreign children, about how much of it do you think your child should make up in class and/or as homework?" 31 parents (39.7%) replied "all" while 5 (6.4%) reported "none", "more than half" and "less than half" were reported by 22 (28.2%) and 14 par- ents (17.9%), respectively.I (Table 4.18). There were no significant re- lationships between these responses and parents' length of stay in the United States. 1The reported amount of make-up work which had been assigned to children appears in Table 3.18 on page 73. 115 Table 4.18. Distributions of Responses Concerning the Amount of Make-up Assignment (QII-P) 13. Amount of make-up missed work All More than Less than None Not Total due to ESL Half Half Apply Response attendance N (%) N (%) N (%) N (%) N (%) N (%) 31 (39.7) 22 (28.2) 14 (17.9) 5 (6.4) 6 (7.7) 77 (100) The unsystematic pattern of missing regular classes in order to attend ESL class has been associated with some children's anxiety about missing something important in the regular classes as well as the amount of their make-up assignments. If ESL class were treated as a substitute for another class and children attend it during regularly scheduled periods, it is assumed that the consequences of missing the regular classes would be alleviated. Since the middle school program includes elective courses, middle school parents' views about treating ESL class as a regularly scheduled elective course such as music, art, etc., were asked (item 18-e). The results were: 31.3% of parents responded "strongly agree", 40.6% "agree", 18.8% "mildly disagree". The combined results of "agree" (strongly/agree) and disagree (mildly/ strongly) responses were about 7 to l in favor of considering ESL class as an elective course. Another work load related question was asked by item l8-c. Parents' opinions about "the course objectives for the children who need to attend special English class (ESL) should not be identical with those for children of English speaking background" were about equally 116 divided: 44 parents (51.5%) responded "agree", while 42 (48.5%) replied "disagree". However, this result needs to be viewed cautiously since the item did not clearly specify the difference between the "amount" and "content" of the objectives. With this limitation in mind, response patterns to item 18-c by two sets of subgroups (children's grade levels and countries/regions) were examined. Parents with children in lower grades responded slightly more in favor of identical course objectives than parents of older children. Parents from Asian countries reported a 7 to 3 preference in favor of modifying course objectives for ESL students. A similar difference was reported by Brazilian parents in favor of identical course objectives for foreign children who needed to attend ESL class. Other groups were more closely divided in their responses. Table 4.19 summarizes the breakdown of 18-C responses by these two sets of sub- groups. Table 4.l9. Distributions for Item 18-c by the Total Group and Two Sets of Selected Subgroups (QII-P) 18-c (course objectives) Agree Disagree Combined Categories N (%) N (%) N Total Group 88 44 (51.1) 42 (48.9) Subgroups: (Parents With) 1-3 Graders 65 33 (50.8) 32 (49.2) 4-5 Graders 22 11 (52.4) ‘ 10 (47.6) 6-8 Graders 22 12 (60.0) 8 (40.0) Brazil 11 3 (27.3) 8 (72.7) Iran 10 4 (40.0). 6 (60.0 South—Central America 11 5 (50.0) 5 (50.0 Western Europe 5 2 (40.0) 3 (60.0) Middle East 20 11 (55.0) 9 (45.0 Far East 27 15 (68.2 7 (31.8) 117 Findings Related to Parental Involvement and Participation This section consists of the results relating to: 1) parents' sources for information and consultation, 2) parents' participation in school conferences and 3) areas of parents' direct involvement in the educational processes of their children. Parents' Sources for Information and Consultation Item 19 asked parents, "With whom do you discuss your child's edu- cation in the United States?" Seventy-eight parents (89.7%) responded, “child's teacher(s)". "Native friend(s)" and "American friend(s)" were reported by 42 (48.3%) and 35 parents (40.2%), respectively. Other sources for consultation and information were: "other foreign friend(s)" (26; 29.9%), "principal and/or assistant principal" (20; 23%), "MSU faculty member(s)" (ll; 12.6%) and "MSU foreign student advisor" (6; 6.8%). Table 4.20 summarizes these results. Most parents reported that the primary source of information about children's progress in schools is the teachers. However, nine parents (about 10%) did not consider teachers as a resource. It is difficult to know whether this 10% of parents would go to someone else or they simply would not use other sources for information about their children's schooling in this country. Another note of interest is that professional personnel at Michigan State University, with whom many parents were assumed to have frequent contacts, was reported to be resources for information by the smallest percentage of the group. This seems to suggest that the 118 Table 4.20. Distributions for Item 19 by the Total Group (QII-P) 19. With Whom do You Discuss Apply Not Apply Total Your Child's Education Response in the United States? N (%) N (%) N (%) a. Child's Teacher(s) 78 (89.7) 9 (10.3) 87 (100) b. Native Friend(s) 42 (48.3) 45 (51.7) 87 (100) c. Other Foreign Friend(s) 26 (29.9) 61 (70.1) 87 (100) d. MSU Foreign Student Advisor 6 (6.8) 81 (92.0) 87 (100) e. American Friend(s) 35 (40.2) 52 (59.8) 87 (100) f. MSU Faculty Member(s) 11 (12.6) 76 (87.4) 87 (100) 9. Principal and/or Assis- tant Principal 20 (23.0 67 (77.0) 87 (100) nature of their contacts with MSU personnel was primarily related to their own academic pursuits. In order to better inform foreign parents about the East Lansing school programs, the school system provided for the first time an orien- tation meeting for them at both Spartan Village and Red Cedar Schools in September 1978. Question 20 asked parents whether they had attended this meeting. Twenty-nine parents (33.7%) responded "yes", while 57 (66.3%) reported "no". Concerning the orientation meeting, two more questions were asked: "Is the school orientation helpful for foreign parents to understand the school program?" (item 25-i) and "should attendance at the school orientation meeting be required of parents of foreign children?" In view of the relatively low turnout at the first orientation meetings, the responses to the above two questions seemed to be 119 significant. First, the total of 64 parents (73.6%) responded either "definitely yes" or "generally yes" to item 25-i (helpfulness of orien- tation meeting) while 6 (6.9%) reported "generally no" and 17 (19.5%) marked "not sure" to the same question. Similarly, 61 parents (71%) responded "yes" to item 25-j (making orientation attendance mandatory), while 6 (7%) replied "no" and 19 (22.1%) marked "not sure" to the same item. These results suggest that at least 37% of parents who had not attended the first orientation meeting reported helpfulness of such meetings and that they were in favor of making orientation attendance mandatory for parents of foreign children. Table 4.21 is a summary of findings relating to the orientation meeting for foreign parents. Participation in School Conferences The school district has provided teacher-parent conferences regu- larly as well as upon request by either party throughout the school year. Item 21 asked parents, "Do you and/or your spouse always attend your child's school conference?" Sixty-five parents (74.7%) responded "yes" and 22 (25.3%) replied "no". For the approximately one-fourth of the parents who reported that they did not always attend school conferences, item 22 was designed to solicit their reasons for not attending. The results are in Table 4.22. The reason, "too busy with the University study" was reported by the largest number of parents (N=20; 86.9%). "Inconvenient conference time" was marked by 8 (34.8%). Five (21.7%) responded "nobody to take care of children at home". "Transportation difficulty", "communication ii.— -_- 120 ANNA. NN AN N. N AA.O. O AA.NN. NA AN.NN. NN AO.NN. NN NNNONOONON mucmocmuuo oxo: .nimm ANNA. AN AN. N AN.N. N AN NA. AA AN.ON. NN AA NN. ON NAONNAOO OONNONNONNN .N-NN ANNA. NN AN.NN. AN -- -- -- AA.NN. NN NNNN -Noms :oNuONcoNNo NNNNN ozu omocopp< .om AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 ONNONON NNNONON omcoqmom oz oz oNam Nm> Nm> NoN :oNNNNcoNNo AONOA .NON .NON NOZ .NON .NON ON NNNNOAON ONONA AN-AAN. OOONN AONOA NON NO N-NN ONO N-NN .NN NONA NON ONONNOONNNONN .AN.O OAOOA 121 Table 4.22. Distributions for Item 22 by the Total Group (QII-P) 22. Reasons for not Attending Apply Not Appl Total School Conferences: N (%) N (% N = 23* a. Not aware of the conference being held 1 (4.3) 22 (95.7) 23 (100) b. Too busy with the University study 20 (86.9) 3 (13.1) 23 (100) c. Inconvenient conference time 8 (34.8) 15 (65.2) 23 (100) d. Transportation difficulty 3 (13.1) 20 (86.9) 23 (100) e. Nobody to take care of children 5 (21.7) 18 (78.3) 23 (100) f. Communication difficulty 3 (13.1) 20 (86.9) 23 (100) 9. Feel out of place 3 (13.1) 20 (86.9) 23 (100) h. Conference is not usually informative 0 (O) 23 (100) 23 (100) * Total N=23 was obtained by subtracting 65 (the number of parents who reported they had always attended school conferences) from the total group N=88. difficulty" or "feel out of place" were reported by 3 (13.1%). One (4.3%) reported "not aware of the conference being held". A blank space provided for "other reasons" was not used. There was a significant relationship between parents' attendance tendency and lengths of their stay in East Lansing: T = -.2121, P < .015. It is noted, however, that the direction of the relationship indicates an association of a longer stay with more attendance in school conferences. Although it was found that about three-fourths of parents had attended school conferences regularly, two additional questions con- cerning school conferences were asked in order to understand the levels 122 of their participation in conferences. Item 25-a asked, "Do you feel comfortable in bringing up your concerns about your child's schooling at conferences?" Forty (46%) responded "definitely yes" and 31 (35.6%) answered "generally yes". Two (2.3%) reported "definitely no" and 8 (9.2%) responded "generally no". Six parents (6.9%) marked "not sure". These results suggest that about 81% of parents felt comfortable in communicating their concerns with children's teachers while about 11% of them might have had difficulty in communicating effectively with teachers. Another question (item 25-b) was, "Whenever you have some concerns about your child's schooling, are you willing to call or visit school to let the teacher or principal know them?" Seventy-five (85.5%) reported either "definitely yes" or "generally yes", while 7 (7.9%) responded either "definitely no" or "generally no". Again, 6 (6.8%) marked "not sure". Table 4.23 shows the results of items 25-a and b. Areas of Direct Involvement Volunteer participation of parents in school related activities has been encouraged by the school district, especially at elementary and middle school levels. Thus, a related question (item 23) was posed to foreign parents, "In which of the following school programs would you be willing to assist with?" The responses to this question are summarized in Table 4.24. Eighteen (20.5%) of the 88 parents responded that they would not be willing to assist in any programs while 70 (79.5%) indicated their 123 Table 4.23. Distributions for Item 25 (a, b) by the Total Group (QII-P) Def. Gen. Not Gen. Def. Total Yes Yes Sure No No Response N (%) N (%) N (%) N (%) N (%) N (%) 25. a. Bring up concerns 40 (46.0) 31 (35.6) 6 (6.9) 8 (9.2) 2 (2.3) 87 (100) b. Willin to cal school 46 (52.3) 29 (33.0) 6 (6.8) 6 (6.8) 1 (1.1) 88 (100) Table 4.24. Distributions for Item 23 by the Total Group (QII-P) Total 23. Areas of Volunteer Apply Not Apply Response Participation N (%) N (%) N (%) a. Teaching about my country 49 (55.7) 39 (44.3) 88 (100) b. Carnival, festival, etc. 14 (15.9) 74 (84.1) 88 (100) c. Tutoring on native language 39 (44.3) 49 (55.7) 88 (100) d. Help recruit other parent vounteers from my country 13 (14.8 75 (85.2) 88 (100) e. None 18 (20.5) 70 (79.5) 88 (100) f. Other (write in comments) 4 (4.6) 84 (95.4) 88 (100) 124 willingness to participate in volunteer programs. Specifically, popular activities among this parent group were: 1) "teaching about my country" (55.7%), 2) "tutoring on native language," (44.3%), 3) "carnival, festival, etc." (15.9%), 4) "help recruit other parent volunteers from my country" (14.8%) and 5 others: a) coaching of sport programs b) tutoring on regular subjects c) accompanying school trips 1 d) teach health related topic. Another way to be directly involved in the child's educational processes is to consult with children on their daily school work. How often do foreign parents help with their children's school work (item 24)? Fifty (56.8%) reported "frequently (more than once a week)" and 27 (30.7%) responded "sometimes (more than once a month)". Eight (9.1%) responded "seldom (less than every two months)“ and 3 (3.4%) marked "never". Finally, the possibility of their participation by providing the school with background information on children's previous education in other countries was addressed in item 25-f, g and h. Item 25-f, "If requested in advance, would it be possible to send or bring a copy of your child's previous school record (from home country) when she/he is enrolled in school here?" was responded with 49 (57%) "definitely yes", 23 (26.7%) "generally yes," 7 (8.1%) "not sure", 2 (2.3%) "generally no" and 5 (5.8%) "definitely no". Similarly, 43 (51.2%) responded "definitely yes" to providing a set of textbooks used in their home 1Each of these write-in comments came from different-parents. 125 countries; 29 (34.5%) replied "generally yes"; 8 (9.5%) marked "not sure" while 3 (4.8%) responded either "generally no" or "definitely no" to the same question. With regard to providing a curriculum description from the child's school in the home country, the responses were: 37 (43.5%) "definitely yes",26 (30.6%) "generally yes",l3 (15.3%) "not sure", 7 (8.2%) "generally no" and 2 (2.4%) "definitely no". Table 4.25 shows the responses to item 25 f, g and h. According to these results, the majority of parents could help the school by providing the previous school records, a set of textbooks and curriculum descriptions used in their home countries which might facilitate teachers' planning processes. Table 4.25. Distributions for Item 25 (f, g, h) by the Total Group (QII-P) 25. Def. Gen. Not Gen. Def. Total Yes Yes Sure No No Response N (%) N (%) N (%) N (%) N (%) N (%) f. Bring child's school record 49 (57.0 23 (26.7) 7 (8.1) 2 (2.3) 5 (5.8) 86 (100) 9. Bring native textbooks 43 (51.2) 29 (34.5) 8 (9.5) l (1.2) 3 (3.6) 84 (100), h. Bring a syllabus 37 (43.5) 26 (30.6) 13(15.3) 7 (8.2) 2 (2.4) 85 (100) 126 Findings on Miscellaneous Issues Item 18-a, b Item 18-a, "If possible, native language should be used to help the child understand class work", was reacted to by 17 (19.3%) "strongly agree", 27 (30.7%) "agree", 20 (22.7%) "mildly disagree" and 24 (27.3%) "strongly disagree". It is interesting to note that parents' opinions were split equally between "agree" and "disagree", especially in view of the findings presented earlier--some children becoming deficient in native langdage skills which was reported to be a likely problem for them upon their return to homelands and English being considered a top priority objective for foreign children. The results suggest that about half of the total group might have seen the use of native language as a barrier to learning English and, further, that they might also react against bilingual education. 0n the other hand, the other half may have thought that good understanding of class work was of foremost importance or that the use of native language would reduce the child's forgetting it. The response pattern of item 18-a (use of native language) was further analyzed by cross-tabulating the results by children's grade levels and countries/regions. Parents from Iran and Western Europe responded "agree" more than a 2:1 margin with "disagree" while those from Brazil and the Far East responded "disagree" with a similar percentage points difference between the two responses. The response pattern by children's grade levels, on the other hand, did not indicate a signifi- cant difference (Table 4.26). 127 Table 4.26. Distributions Item 15-a by Countries/Regions and Chil- dren's Grade Levels (QII-P) l8-a. (Use of native language Agree Disagree in the regular classrooms) N (%) N (%) N Total Group 88 44 (50.0) 44 (50.0) Subgroups: (Parents with) 1-3 Graders 65 34 (52.3) 31 (47.7) 4-5 Graders 22 11 (50.0) 11 (50.0) 6-8 Graders 22 10 (50.0) 10 (50.0) Brazil 11 3 (27.3) 8 (72.7) Iran 10 7 (70.0) 3 (30.0) South-Central America 11 6 (54.6) 5 (45.4) Western EurOpe 5 4 (80.0) 1 (20.0; Middle East 20 10 (50.0) 10 (50.0 Far East 23 9 (39.1) 14 (60.9) The next question asked the parents' opinions about the co-educa- tional programs at elementary and middle schools (18-b). 0f the 85 parents responding,73 (85.8%) were in favor of it while 12 (14.2%) were against it. This result indicates that about 14% of the total group might have felt uncomfortable or dissatisfied with some aspects of the East Lansing school programs. A breakdown of this result by religions was computed. Those who reported against co-educational programs con- sisted of 8 Muslims (25.8% of the Muslim subgroup), 2 Buddhists (33.4%) and 1 (5%) Catholic (Table 4.27). In view of an argument concerning whether foreign children should be grouped with other foreign children until they are well oriented to the school environment or they should be grouped in the regular classes, 128 Table 4.27. Distributions for Item 18-b by Religions (QII-P) 18-b. (co-education) Agree Disagree Combined Categories N (%) N (%) N Total Group 88 73 (85.9) 12 (14.1) Subgroups: Buddhism 6 3 (66.6) 2 (33.4) Catholicism 22 19 (95.0) 1 (5.0) Hinduism l 1 (100) 0 (0) Islam 31 23 (74.2) 8 (25.8) Judaism 2 2 (100) 0 (0) Protestentism 9 8 (100) 0 (0; Greek Orthodox 2 2 (100) 0 (0 No Preference 10 10 (100) 0 (0) parents' opinions were sought on this issue (item 18-d). Fifty-one (59.3%) agreed strongly with "as a rule, foreign children should be placed in the regular classrooms as much as possible“. An additional 28 (32.6%) responded "agree", while 7 (9.2%) reported either "mildly disagree" or "strongly disagree". The results of items 18 are in Table 4.28. (Items c and e were discussed earlier in the section on Work Load Related Findings.) Items 25-c, d, e and k Item 25-c asked, "Were you well-informed of the school program your child would attend before your family left your country?" The responses were: 5(6.3%) "definitely yes", 11 (13.7) "generally yes", 15 (18.8%) "not sure", 16 (22%) "generally no" and 33 (41.3%) “definitely no". More than 60% of the total group reported that they 129 ANNA. NN AO.N. N AN.NA. N AN NO. NA AN.AN. NA AOOOOO OAOONN NO m>NuooAm No 4mm .o ANNA. NN AA.O. O AN.N. N AN.NN. NN AN.NN. AN NONOANOO :mNoNoN No NcosoooAN Nopzmmz .o ANNA. NN AN.NN. NN AN NN. NN AA.NN. NN AO.AA. NA ONNNOONOO omNooo ANoNucmoH .o ANNA. NN AN N. A AN N. N AN.NN. ON AN.AN. NO ONONNONN OO-ON .O ANNA. NN AN.AN. ON AA.NN. NN AA.NN. AN AN NA. AA AOOOOO NA ommzacoA m>Numc No mm: .o AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 omcoammm NONmONNa monNNNo mmNm< mon< AONOA NANNONNN NAOANz NANNONNN .NA AN-AAN. NOONN AONOA OON NO NA NONA NON ONONNOOANNONN .NN.O OAOOA 130 were not well informed of the school program their children would attend. However, to a question, "Would more information on your child's education in the United States have influenced your decision to bring your family with you?" 49 (57.7%) reported either "generally no" or "definitely no" while 24 (28.2%) answered either "definitely yes" or "generally yes". Twelve (14.1%) marked "not sure". It may be reasonably assumed that since those 24 who responded "yes" had already been in East Lansing with their families for long enough to have some opinions about the condition of their children's education, the direction of influence upon their decision might have been not to bring their families due to their negative views on some aspects of their children's education in East Lansing. Item 25-e was addressed to find out whether a part of those nega- tive views, though assumed ones, had anything to do with changes in children's behaviors. The question, "Have you experienced a serious concern about your child behaving in a manner contrary to the norms and standards of your culture and/or religion?" was responded to with 13 (14.9%) "definitely yes", 13 (14.9%) "generally yes", 14 (16.1%) "not sure", 24 (27.6%) "generally no" and 23 (26.4%) "definitely no". It is interesting to find that the number of subjects who reported that they had experienced this concern (N=26) was very similar to the 24 who reported that they might not have brought their families if they had had more information on children's education in this country. The responses to item 25-e were further analyzed. 0f the 26 who responded "yes", 10 were from the Middle East (50% of this subgroup), 131 Table 4.29. Distributions for Item 25-e by the Total Group and Four Selected Sets of Subgroups (QII-P) 25-e. Yes Not Sure Combined Categories N (%) N (%) N (%) N Total Group 87 26 (29.8) 14 (16.1) 47 (54.0) Subgroups: (Countries) Brazil 11 0 (0) 3 (27.3) 8 (72.1) Iran 10 2 (22.2) 1 (11.1) 6 (66.7) South-Central America 11 4 (36.3) 1 (9.0) 6 (54.7) Western Europe 5 0 (0) 0 (0) 5 (100) Middle East 20 10 (50. 0) 2 (10.0) 8 (40.0 Far East 23 7 (30. 4) 6 26.1) 10 (43.5 (Religion) Buddhism 6 3 (50.0) 1 (16.7) 2 (33.3) Catholicism 22 5 (22.7) 4 (18.2) 13 (59.1) Hinduism l 0 (0) 0 (0) 1 (100) Islam 30 12 (40.0) 5 (16.7) 13 (43.3) Judaism 2 0 (0) 0 (0 2 (100) Protestantism 9 2 (22.2) 2 (22.2 5 (55.5) Greek Orthodox 2 0 (0) 0 (0 2 (100 No Preference 10 2 (20.0) 2 (20.0 6 (60.0 (Parents with) 1-3 Graders 65 18 (28.1) 10 (15.6; 36 (56.3) 4-5 Graders 22 8 (36.3) 3 13.6 11 (50.0 6-8 Graders 22 10 (50.0) 4 (20.0) 6 (30.0) (Parents with) Boy(s) in Elemen- tary 49 14 (28.5) 7 (14.3) 28 (57.2) Gir1(s) in Elemen- tary 38 13 (25.1) 5 (13.5) 19 (51.3 Boy(s) in Middle 12 4 (33. 3) 3 (25.0) 5 (41.7 Gir1(s) in Middle 12 7 (58.4) 2 (16.7) 3 (25.0) 132 7 (30.4%) from the Far East, 4 (36.5%) from South and Central America and 2 (22.2%) were from Iran. There was no "yes" response reported by subjects from Brazil and Western Europe. A breakdown by religions indi- cates that a serious concern about the child's behavior was experienced by 50% of the Buddhist group, 40% of the Muslem group and about 20% of the Catholic, Protestant and no preference groups. A breakdown by children's grade levels shows a distinct pattern, that is, this concern was experienced more by parents of children in higher grade levels. A combined variable of children's sex and school levels was also used to analyze item 25-e (behavioral concern). The results indicate that the concern about the child's behavior was least, experienced by parents of boys in elementary school, followed by parents of elementary girls, middle school boys and parents of middle school girls. This result suggests that age and sex of children are associated with the degrees of their behavioral changes as perceived by their par- ents. 0n the other hand, the degrees of parents' concern about the child's behavior were not found to be related with lengths of stay in this country (T = -.0021, P < .981). A summary of breakdowns of item 25-e by the four sets of subgroups is in Table 4.29. As a final question of this section, parents' views on the neces- sity for a school orientation for foreign children was asked (item 25-k). The responses were: 45 (56.5%) "yes“, 25 (29.4%) “not sure" and 12 (14.2%) "no". Distributions of the total group responses to items 25-c, d, e and k aresummarized in Table 4.30. 133 ANNA. NN AO.N. N AN.AA. NA AO.NN. NN AO.NN. NN AA.AN. NN NNOOOOOON NONOAAOO «AO.... :owumpcmmgo J— ANNA. AN O.NN. NN AN.AN. ON AA.NA. OA AN OA. NA AN OA. NA NONNOOOO O.OANOO Nzonm :Nmocoo .o ANNA. NN AN AO. NN AN.NA. OA AA.OA. NA AN.NN. AA AN.N. A NONNONNONNN ONON ONAA OANO3 .O ANNA. NN AN AO. NN AN.NN. NA AN.NA. NA AA.NA. AA AN.N. N AOOOOO OON NO OONNONNN AANN .O AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 omcoNNmm oz oz ogom No> Oo> AONOA .NON .OON NOz .NON .NON N .O .O .O-NN AN-AAN. NOONN AONOA OON NO AN .O-O. NN ONONA NON NONNOONNNOAN .NN.O OAOOA 134 Culture Shock of Children, Spouses and the QII-P Respondents as Perceived by the Respondents In this section, degrees of culture shock of children, spouses and the QII-P respondents, as perceived by the respondents, are reported.1 Item 17, with 12 component variables (a-l) was used as a summary measure for culture shock. The basis for the selection of these 12 component variables were the same as those described in Chapter II.2 The scales for culture shock used in QI-C and QII-P include 7 identical items. Two items in QI-C were specific to children's schooling, thus they were excluded from QII-P while 7 items in QII-P were not specific to school situations therefore they were not included in 01-0. Since the items used in the two scales for culture shock differ considerably, reliability coefficients for the scale used in QII-P were computed:3 Reliability coefficients for the 12 items 1) As reported for children T = .788 2) As reported for spouses T = .795 3) As reported for themselves T = .750 The reliability of this scale is acceptable.4 1The operational definition of "culture shock" appears in the subsection on Culture Shock in Chapter III (page 50). 2 See page 50. 3Because the subjects responded to the same 12 items three times, once each for children,.spouses and the subjects themselves, three reliability coefficients were computed. 4. The scale used in QI-C with 7 items had an acceptable level of reliability coefficient: T = .708. 135 The frequency distributions of responses to item 17 (a-l)1 are tabulated below (Table 4.31). Table 4.31. Distributions for Item 17 (a-l) by the Total Group QII-P Culture Shock Components Children Yes N (%) N No (%) Spouses Yes No N (%) N (%) Subjects Yes No N (%) N (%) :m-hmnncrm n-‘o j k 1 36 (40.9 52 (59.1) 24 (72.3) 64 (27.3) 13 (14.8) 75 (85.2) 22 (25) 66 (75) 16 (18.2) 72 (81.8) 36 (40.9) 52 (59.1) 18 (20.5) 70 (79.5) 5 (5.7) 83 (94.3) 25 (28.4) 63 (71.6) 19 (21.6) 69 (78.4) 15 (17) 73 (83) 20 (22.7) 68 (77.3) 20 (22.7) 68 (77.3) 36 (40.9) 52 (59.1) 29 (33) 59 (67) 32 (36.4) 56 (63.6) 19 (21.6) 69 (78.4) 38 (43.2) 50 (56.8) 26 (29.5) 62 (70.5) 16 (18.2) 72 (81.8) 20 (22.7) 68 (77.3) 29 (33) 59 (67) 25 (28.4) 63 (71.6) 28 (31.8) 60 (68.2) 7 (8) 81 (92) 13 (14.8) 75 (85.2) 23 (26.1) 65 (73.9) 20 (22.7) 68 (77.3) 7 (8) 81 (92) 36 (40.9) 52 (59.1) 25 (28.4) 63 (71.6) 11 (12.5) 77 (87.5) 14 (15.9) 74 (84.1) 13 (14.8) 75 (85.2) 10 (11.4) 78 (88.6) 17 (19.3) 71 (80.7) Total Column Response 245(23.3) 807(76.7) 318(30.2)g734(69.8) 196(18.6) 856(81.4) About 23% of the total responses for children indicated their Nexperiences with culture shock while about 77% of the responses indicated that children had not experienced culture shock. A slightly larger per- centage (about 30%) of the total responses for spouses were reported for 1 The question was, "Since you came to this country, did you or members of your family experience any of the following for a prolonged period (several times a week for over three months)?" 136 spouses' experiences with culture shock. The respondents reported the least experience with culture shock for themselves (18.6%). As the total family group, 24% of them reported having had experi- ences with culture shock while 76% had not had culture shock. Correlation coefficients (Kendall's tau) were computed to examine the relationships between the degrees of culture shock of children, spouses and the parents as reported by the parents themselves. The results were: 1) Children's and spouses' degrees of culture shock T = .3721, P < .001, 2) Children's and subjects' degree of culture shock T = .2328, P < .002, 3) Spouses' and subjects' degrees of culture shock T = .3054, P < .001. All the three relationships were found to be significant. 0n the other hand, no significant relationship was found between degrees of culture shock for children as perceived by the children them- selves and those perceived by parents (T = .0209, P < .844).1 There were also no significant relationships between children's culture shock levels as perceived by the children themselves and spouses' and the parents' culture shock levels as perceived by the parents. Relationships between levels of culture shock as perceived by the subjects and their lengths of Stay in the United States were also exam- ined. The results were: 1Kendall's tau was computed using the data from the seven common items used in the scales for culture shock in QI-C and QII-P. 137 1) Children's (T = .0466, P < .593) 2) Spouses' (T = -.l342, P < .124) 3) Subjects' (T = .0688, P < .430). The three relationships are not significant. Children's culture shock levels as perceived by parents were also correlated with the responses to item 25-e (QII-P).1 This relationship was highly significant (T = .2258, P < .002). A greater level of con- cerns about the child's behavior was associated with a lower level of children's culture shock as perceived by parents. In other words, this result suggests that behaviors of those children who had experienced .mgre culture shock (i.e., more difficulty in a new cultural environment) did_ngt_worry their parents, while parents were concerned about behaviors of those who had had low culture shock (i.e., adapting well to a new cultural environment). For the purpose of identifying some of the cultural backgrounds of those who reported experiencing some culture shock, the original results of item 17 (a-l) were categorized into 3 groups of high, middle and low culture shock (Table 4.32).2 A breakdown of these three groups by countries/regions and by religions was computed. 1Item 25-e asked, "Have you experienced a serious concern about your child behaving in a manner contrary to the norms and standards of your culture and/or religion?" . 20f the total of 12 items in the scale, those with less than 3 items checked were classified in the "low" group, those with 4-7 were in the "mid" range group and those with above 8 were classified in the "high" group. 138 Table 4.32. Distributions for Item 17 (a-l) by the High, Mid and Low Culture Shock Groups (QII-P) Total Summary Measure Children Spouse Self Responses 17 (a-l) N (5) N (5) N (%) N (%) High (8-12) 10 (11.4) 17 (19.3) 4 (4.5) 31 (11.7) Mid (4-7) 19 (21.6) 19 (21.6) 16 (18.2) 54 (20.5) Low (0-3) 59 (67.0) 52 (59.1) 68 (77.2) 179 (68.0) Total N=88 (100) 88 (100) 88 (100) 88 (100) 264 (100) Among the 19w culture shock group for children, the least percent- age of culture shock was reported for children from the Middle East (55%) while the highest was reported by those from Brazil (81.8%). Spouses1 from the Middle East also reported the highest percentage of culture shock (30%) among the high culture shock group. Spouses from Brazil (27.3%), the Far East (21.7%) and Iran (20%) followed those from the Middle East in the high group. Eighteen percent of the subjects from Brazil were among the high culture shock group. Among the subgroups by religion, the Buddhists in this sample responded the least percentages of culture shock for children (33.3%), spouses (33.3%) and the subjects themselves (66.7%) among the lgw_cul- ture shock group. Compared with the subjects' percentage of culture shock (80.6%), those of children (58.1%) and spouses (58.1%) of the 10f the total 88 spouses, 70 (80%) were female, 16 (18%) were male, and sex of the two were not known. 139 Muslim religion were noted lower among the low culture shock group. The Protestant groups of children (77.8%), spouses (88.9%) and subjects (77.8%) were reported higher percentages of culture shock among the _1_9_w culture shock group. Although this result may be interesting, it must be interpreted with caution in view of the small subgroup sample. The breakdown of the three culture shock groups by countries/ regions and religions is in Table 4.33. Values of Experiences Abroad as Perceived by Parents "Concerning values of foreign children attending American public schools, how advantageous do you think each of the following experiences would be to their long-range educational processes?" This question was addressed to both the QII-P (item 16) and QIII-E (item 5) groups. Since the question was general in nature and the percentages of the responses of the two groups were similar, the data on item 16 and item 5 were combined (Table 4.34).1 A practical value of "acquiring the English language" (d)2 was reported by the largest percentage of the joint group as a "great advantage" (89; 82.4%). Other experiences reported as a "great advan- tage" by more than half of the group were: "broadening the range of 1The separate results for QII-P and QIII-E are included in Appendix D (Tables 0.07 and 0.08). 2Since item 16 (QII-P) and item 5 (QIII-E) are identical, letters a through n for component variables are used in parentheses. 14(1 .N-N u NON OA-O u ON: NNA-N u NON: AONNAON NA NO OAOOO NN. N.NA. A AN NN. N AN.NN. N AN.NN. N AA NA. A AN.NA. A N.NA. A AN.NN. N AN. N NA OONONONONN Oz NNA. N N.NN A NNA. N N. N AN.NN. A AN. N N N N. N N. N N NOOONNNN NOONN N.AA. A N.NN N N.AA. A N.NN. N AN. N MN N N N A.AA. A N.NN. N N NONNNONOONONN ANNA. N ANNA. N ANNA. N N. N AN. N N N AN N AN. N AN. N N NOAOOOO AN.NN. NN AA.NN. NA AA.NN. NA A.NA. N AN NA. O AN.NN. N AN.N. A AN.NN. N N.NA. O NN NOAOA NNA. A ANNA. A ANNA. A AN. N AN. N AN. N AN. N AN. N N. N A NOAOONAN A.NA. NA AN.NN. AA AN.NN. OA AA.NN. N AO.NN. N N.AN. A AN.O. A AN.NA. N AN.O. A NN NONONAONNON A.NN. O AN.NN. N AN.NN. N AA.NA. A AN.NN. N N.NN. N AA.NA. A AA.NA. A AN NN. N N NOAOOOON "Onaonnam . . . NN AN NN. NA AN NN. NA AN NN. OA MN.NA N AA NN. N AN.AN. N AN.O. A AA.AN N AO.AA. O NN NOON NON AN.NA. NA AN.NN. NA AN.NN. AA N.NN O AN.N. A AN.NNW A AN.N. A AN.NN N AN.NA. N NN NOON OAOONN ANNA. N AN.NN. N AN.NN. N AN. N AN.NO. N AN.NN A AN. N AN. N AN.NN. A N ONONNN NNONOON AN.NN. A AN.ON. N AA NA. N AO.NN. O AO.NN. O AN.NA. N AN. N AA.N. A AA.N. A AA OOANONO AONNNON-ONOON AN.NN. N AN.NN. N AN.NA. A AN.NA A AN.NNW N MN.NN N MN. N N.NN N “A.NA. A NA NONA AN.NN. A AN.ON. N AN.AN. N AN.NA N AN.NA N N.NA N N.NA. N N.AN N N. N AA AANONN "Nanocmaam NN NAOO AN.AA. NN AA.NN. NN AN.AN. NN AN NA. NA AN.AN. NA AN.AN. NA AN.O. O AN.NA. AA AO.AA. NA MM OWHMOW 3 mm oaoNo Aouo» NO AN. N AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 NOOOO ONONAON NAOO OOOONO NONOAAON NAOO OOOOOO NONOAANN NAON OOOOOO NONOAANN NON ON: ONNN AA-O. AA AN-AAN. ONONNNAON ONO ONONNONAOOANNNOON NO ONNONN NOONN ONONANN OONOA ONN NO NOANOONNNOAN .NN.O OAOOA 1‘11 ANNA. NNA AN.AA. NA AN NA. OA AN.NN. AN AN.NN. NN AA.OA. NA ONNONNONNNNO OOANON .NA.O.NNsu 23 o» 2.333% 2323.55 3 No: Noe gosz NAANNO can Ououucou on» ucAcNOoa .c ANNA. NAA AN.NA. NA AN.AN. AN AA.NN. NN AA.N. NA AO.N. N NONNNAON NOAONO ONNNAOO o>Nuoc oz» No NONNoNONN use OsNo: as» NNA: acouOAONoocN Noccae O :N ch>ogum .E ANNA. NAA AN.N. N AA.NA. AA AA NN. NN AN.NN. NN AN.ON. AN NONNONOO NO OONOONONO can OENo: O>Nuoc oz» No AOoNNNNo chEooom .A ANNA. NAA AN.O. N AA.N. N AN.OA. AA AN.NN. NO A.NN. NO NNO NNONN OO AAOz OO ONOONO NO OOOAON Oocozou NooouNqu AouNuNNu ucNNvo>oo .x ANNA. OAA AA.N. A AN.A. N AA.OA. NA AN.NN. NN AO.AO. AO ONONNNOO AONNNAau ego NNozu Naoao Nogoopu achouom .n ANNA. NAA AA.N. N AN.N. A AN.AA. NA AN.AN. AN AN.NN. ON NONNONOO NO OONOONONO ONO ONNON NNONONNNO oNozou mucosopou No omcum o acNNo—o>oc .A ANNA. NAA AO.O. N AN.N. O AN.NA. NA AN.NN. AO AA.NN. OO ONNON Occaupau Nozuo NNA: acouOchou oNozu EoNN OsNo: FONaapou O>Nuoc osu cuNz vegan—Noon NNoN>Ozon as» szochuon ou opao chEooom .s ANNA. AAA AN.A. N AN N. A AA.AA. NA AN.AN. AN AN.AN. ON ONOONNOO NONNN NO ONNON ONN NNANOOOONN .N ANNA. OAA AN.N. A AN.N. N AN.NA. OA AA.NN. OO AN.NO. NN ONO NAONN NONN NNONONNAO ONO OOAN: OONAO> No mucoumeo as» No mNo3o osoe cheouom .N ANNA. NAA AN AA. NA AN.OO. NO AN.AN. ON AN.NA. AA AN.N. A NNNNOOO OOANON OON NA :oAuouaoo uNmoo No NuNocNucoo chuaaNNONNA .u ANNA. NAA AN. N AA.A. N AA.N. A AN.NN. NO AN.NN. ON ONO NNOON NONN NNONONNNO ONO NOAO: ONNON icogN>co :N :oNuu::N No umanoo o» chccooN .u ANNA. NNA AN.N. N AN.A. N AN.N. A AN.OA. NA AO.NN. NN ONOONNOA NOAANNN ONN NNNNAOOOO .O ANNA. ONA AO.NA. NA AN.NO. AN AO.NA. NA AN.N. NA AN.NA. AA OAOOOOO ONNNON ONN NN NONNONNNONA ouooucoA o>Nooc No NNNocNucou ocNuoagNuucA .n ANNA. NAA AA.A. N AN.O. N AO.O. N AN.NN. NO AN.NN. AN ONO NNusu cog» Nozuo Ooszupoo op vamonxo ocNom .o AN. N AN. 2 AN. 2 AN. N AN. 2 AN. 2 OOONOO OOONOANONNN NO OOOAON N-AAAa + N-AAo ONam uoz ooouco>o< ouONNO>o< omouca>o< mauuco>o< uiAAAa m OONONOON AONOA Oz NNNAAN OOON NOONN AO-AAN NA AN-NA—a ecu N-AAo. noogu Aouoh ucNoo ozu No ooosa< OoocoNNooxu No Oquo> oa Noncoamoa No mcovuanNsumNo NucuaooNN .On.c apnoh 142 human contacts" (57.6%), "developing a sense of tolerance toward differ- ent norms and standards of behavior" (56.9%), "learning to adjust or function in environments which are different from their own" (56.3%) and "being exposed to cultures other than their own" (53%). On the other hand, the experiences reported as a "no advantage" by a larger percentage of parents were: children's "behaving in a manner inconsistent with the norms and standards of the native culture" (51.8%), "interrupting the continuity of native language instruction in the native schools" (49%) and "interrupting continuity of basic education in the native country" (44.6%). All the experiences except for the above three least valued were reported in the range of being advantageous although none of them received a large majority, two-thirds or more, of responses except "acquiring the English language". From the total 121 QII-P and QIII-E subjects, 11 commented on "other advantages" and 18 on "other disadvantages". These comments were of two kinds: examples of specific behaviors and general comments con- cerning the item. Below are some of these comments pertinent to this section: 1) Advantages (QII-P and QIII-E) a) "Learning American pragmatism and all about development", b) "Establishing links with foreign educators for later study in the foreign country", c) "Independent thinking", "decision making" and "(assertive) social behaviors" are encouraged in American school. 2) Disadvantages (QII-P and QIII-E) a) "Difficulty of adjustment after returning home" due to the child's inability to successfully integrate the values of the two cultures. Becoming used to the norm which is lax in discipline and places little demand on students by pass- ing one grade to another with minimal work", 143 b; "Speaking two languages imperfectly", "Children introduced too early to global cultures will have (a) problem of (lacking) in self-identity", d) "Having to re-adjust to the financially constrained educa- tional system on return home", e) Statements b, e, 1, m, are disadvantages rather than "no advantages":l 3) General comments (QIII-E) a) "What was marked as 'advantages' are advantages only if there has been a successful transfer and acceptance into the alien cultures, otherwise you could be fostering potential prejudices in the foreign child", b) "The child from 6-13 is in his formative stage of develop- ment. His critical views would be shaped by his peer in school rather than his parents unless the parents are aware of the degree of sensitization the child is undergoing. The child's ability to compare and contrast values are functions of age, parental guidance and school environment". Agents Perceived as Responsible for Selected Educational Tasks Despite the intent of item 262 to obtain one response from each subject, many gave several responses for each item, that is, one to four responses were reported for one item in both QII-P (item 26) and QIII-E (item 6). Thus, multiple response analysis was employed for tabulating the results. 1The contextual structure of this item (item 16 or item 5), which would affect the process of responding as well as interpreting these results, is discussed in the final chapter. 2"Concerning the responsibility of providing education for foreign children in American public schools, each of the following tasks should be primarily the responsibility of:' a list of 7 response alternatives". 144 Only response alternatives which were reported by a relatively higher percentage of responses are mentioned here. "Determining the curricular needs and objectives . . ." (a) was assigned to the local school district (37.3%; 31.1%)1 and parents (24.5%; 28.9%). "Providing the special curricular guidelines to classroom teachers" (b) was reported for local schools (47.2%; 32.6%) and the United States govern- ment (23.3% - QIII-E only). "Providing the regular public school instruction" (c) was assigned to local schools (59.3% and 67.6%). "Providing special English instruction for foreign children" (d) was assigned to local schools (47.6%; 50%) and the university the parents attend (21% - QII-P only). "Providing the cost of special English instruction" (e) was for local schools (33.7%; 26.3%), United States government (27.7% - QII-P only) and the parents (28.9% - QIII-E only). “Providing native language instruction“ (f) was assigned to the parents (33.3%; 45%), home government (19.2%; 30%) and local schools (19.2% - QII-P only). "Providing the cost of native language instruction" (9) 'was considered for the parents (37.2% - QIII-E only), subjects' home governments (20.8%; 25.6%) and local schools (18.8% - QII-P only). "Teaching academic subjects in the child's native language" (h) was reported for the parents (26.6%; 37.2%) and home governments (19.1%; 25.6%). “Providing the cost of teaching academic subjects in the child's native language" (i) was reported for home government (25%; 25%), the parents (22.2% - QIII-E only) and local schools (16.3% - QII-P only). 1For the two percentage figures in parentheses, the first is from QII-P and the second is from QIII-E. 145 "Recruiting native language teachers, tutors and aids" (j) was assigned to local schools (34%; 17.5%), home government (32.5% - QIII-E only) and the university the parents attend (16% - QII-P only). "Providing the cost of special instructional materials" (k) was reported for local schools (32.3%; 35.9%), home government (20.5% - QIII-E only) and the United States government (16.2% - QII-P only). "Providing orientation prior to or just after enrollment" (l) was marked for local schools (62.1%; 40.5%) and the university the parents attend (19% - QIII-E only). "Providing re-entry orientation prior to departure for home countries" (m) was responded for home government (22.2%; 36.8%) and the parents (16.7%; 34.2%). And finally, "providing information on child's . . ." backgrounds was considered for the parents (59.1%; 69.2%). Tables 4.35 (QII-P) and 4.36 (QIII-E) are summaries of the results. Responses which were mentioned above have been underlined in the tables. A few interesting observations about the results of item 26/item 6 are: First, among all the responses of each group, only three responses were reported by more than half of the total group. Two of them were the same for both groups (c and n). Second, there were considerable percentages of subjects who reported "not sure" for both groups (12.6%; 1).2 less than 9% Third, there was a considerable similarity in response patterns between the two groups. Fourth, a difference, however, was 1See the notes on Table 4.36. 2The highest total response percentages on any one response were 32.6% (QII-P) and 25.4% (QIII-E). 1‘46 .Nxou NA NOONNO ooNNANoocz won: Auuo» as» ANNA. NNNA AN NA. NNA AN.NA. NNA AN NN. ONO AO.O. NN AN.AA. ONA AA AA. NOA AN.AA. ANN OOONONOON AONOA ANNA. NN AA N. N AN. N AN.NA. NA AN.N. N AN N. A AO.N. N AA.NN. NN ONONOOON NAONN ON Nocaosmxoon N.NO—go No :oNuosNoNNN ucNoN>oNN .: ANNA. NN AN.NN. NN AO.O. O AO.OA. NA AN.N. N A0.0A. NA AN.NN. NN AA.NNN NA OONNNNOOO ONON NON ONONNONOO ou NoNNN NoNNONNoNNo Ngucoioc choN>oNN .s ANNA. AN AN NA. AA AN.O. O AA.NN. ON AN. N AN.OA. NA AA.A. A AN.O. O NNONAAONNO NONNO umon No on NoNNN coNNOucoNNo ucNoN>oNN .A ANNA. NN AA.OA. OA AMONA. NA AN.NN. NN AA.N. N AA.N. N AA.NA. NA AA.NA. NA OAOANONON 3.3303152... ~30me $0 umou 2.3 mew—N..NSLN. .x ANNA. ON AN NA. NA AO.A. A AN.ON. NN AN.O. O AN.NA. NA AN.OA. OA AN.NA. NA OOONO ONO .NNoNNN .ONONOOON omoamNOA o>NNON chuNogooz .N ANNA. NN AN.NA. AA AN.N. N AN.NA. NA AN.O. O AA N. N AN.NN. NN AO.AA. NA ONOONNOA ONANON O.OANOO OON NA ONOON iazm oNsooooo chsuOou No NOoo ogu acNoN>oNN .N ANNA. ON AN.NA. NA AA.N. N AN.AA. NA AO.N. N AN.NA. NA AA.NA. NA NNONN. NN ONOONNOA ONNNON N.oAN;o on» NA Ouoowaam uNsooooO chzuoOh .g ANNA. ANA AN.NA. OA AN AA. NA AN.NA. NA AN N. N AN.N. NA AN.NN. AN AN NA. NA NOANOONNONN cacaocoA o>NNoc No «moo use choN>oNN .a ANNA. NN AA NA. NA AN A. A AN.NA. NA AA N. N AA.N. N AN.NNNTNA ~N.NN. NN NONNOONNONN ONOONNOA ONNNON NNAOANONO .N ANNA. ANA AN.N. A AA.ANNTNN AA.NN. ON AN.N. N AN.NA. NA AN.N. A AN.N. N NOANOONNONA NONAacm AONoooO No NOou as» uNAoN>oNN .u ANNA. NNA AA.N. N AO.AA. NA AN.AO. NN AA.N. N AN.AN. NN AN A. N AA.N. A NOANONNNONN OOAANNN AONOONO NNNONNONN .O ANNA. AN AA.A. A AN.NA. NA AN.NN. ON AN.N. N AN.N. N AN.N. N AO.O. O NONNOONNONN AOONOO OAAONN NOANNON OON NNAOANONN .O ANNA. NN AN.OA. NA AN.A. A AN.AO. NO AN.O. O AA.NA. N AN. N AA.NA. OA OONNAOONON NOANOANNNO AONOONO ONN NNNOANONN .O ANNA. NNA AN NA. AA AA.NA. NA AN.AN. NN AN A. A AN N. N AN O. N AN.ON. NN OONANOONOO ONO OOOON NOAOOANNNO ONN NNANNNNONON .O AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 AN. 2 ONOON AONONNOOOOO oncoamoa mNom Noz .u>oo Aoozom ONoOcon ocouu< .u>o¢ Nucogoa AONOA .O.N ONA AOOON NOONN ONNONON ONO: .NNNN NO NNAANOAONONOON e-AAN. OOONN AONOA ONN NO ON NON. NON ONONNOOANNONN .NN.O OAOOA 1117 1:2 3.52. A: 3333.... 3533 9.233 NNA; A—pouCNumnm v3.8.5.3 A.A. .NA.O 2. ..No ANN-:8 No.2; 92... No.— 2. .No 333 .m .N .o .o NoN cssAoo NONNO Noe: Noon: oouNoNON NNo: Nash .NONNO Noe: No NNNE No: ONO NAAONNNO Nag» oco AouNNoONN no: ON cocoa ”cu mo u>vu¢¢ ou>g~ 0P 0‘ ...OANOoNANNO Nos: AOONNoENoo ..ON—a5 ON 3393A NONNN 39.3 3823 3.2? ANNA. NNN AN N. NN AA AA. NN AN.NN. NOA AN.O. NN AN.A. NO AN.NA. NN AO.NN. AOA OOONONOON AONOA ANNA. NN AN.N. A AN.N. A AA.A. N AA.N. N AA.A. N AA.N. N AN.NN. AN ONOOOOON NAONN ON OocaonxoOa O.NAAzu co NoNuoENoNNN choN>oNN .: ANNA. NN AN.N. N AN.N. N AN.N. N AN.N. N AN.A. N AN.NN. OA AN.ON. NA OONNNNOOO ONO: NON ONONNOOOO on NoNNa :oNuoucoNNo Nuucoioc acAoN>oNa .e ANNA. NO AO.N. A AA.NA.A AN.NO. AA AO.N. A AA.NA.N AO.N. A AA.NA.A NNONAAONNO NONNN anon No on NoNNn :oNuOucoANo ucNoN>oNa .— ANNA. NN AA.A. N AN.NA. N AN.NN. OA AA.N. N AN.A. N AN.NN. N AN.NA. O OAOANONON NocoNuooNach AoNoonm No «moo oz» uNNoN>oNN .x ANNA. NO AN.NN. N AN.NA. O AN.AA. A AN.N. A AN.A. N AN.NN. NA AN.NA. O OOONO ONO .NNoNNN .ONozuoou omozmcop O>Nuo= ucNNNaguox .n ANNA. NN .AN.NN. AA AA.AA. O AN.N. A AN.N. A AN N. N AN.NNNTN AN.NN. N ONONNNOA ONNNON O.OAANO ONN NA ONOON inam uNsmoOoO chzuOou No NNou ozu choN>oNu¢.N ANNA. NN AN.AN. AA AA.N. N AO.AA. O AN N. N AA.N. N AA.AA. N AN.NN. A ONOONNOA ONANON O O.oNNgo as» :N Nuu0nnom oNEooouo chzuouh«.g ANNA. NO AN.A. N AA.O. N AN.OA. N AN.AA. N AN. N AN.NN. AA AN.AN. NA NONNONNNONA «moamcap o>NNoN No NNou oz» choN>oNuN.m ANNA. NO AN.A. N AN.N. A AN.NA. O AN.N. N AN. N AN.NN. NA AN.NO. NA NONNOONNONN ONOONNOA ONNNON NNNONOONNO.N ANNA. NN AN.A. N AN.NA. N AN.NN. NA AN.A. N AN.N. N AN.NA. O AN.NN. AA NOANOONNONA NNNAaNN AoNumaO No uOoo oz» mNNoN>oNac.o ANNA. NN AN A. N AN.NA. N AN.NN. NA AN.N. A AN.NA. N AN. N AN.A. N NONNONNNONN NOAANNN AOAOOOO NNNONNONNO.O ANNA. AN AA.N. N AN NA. A AN.AN. NN AN. N AA.N. A AN. N AA.N. A NONNOONNONN AOOOOO ONAOON NOAONON ONN NNNONNONN .O ANNA. NO AN.N. A AN.NN. NA AN NN. OA AN N. A AN N. O AN.N. O AN.NN. N OONNAOONNN NOANONNNNO AONOOOO ONN NNAONNONO .O ANNA. NO AN. N AN.NA. N AA.AN. OA AN.N. A AA.AA. N AN.NA. N AN.NN. NA OOOANOONOO ONO OOOON NOANONNNNO ONO NNANNNNONON .O AN. 2 AN. 2 AN. 2 AN. 2 AN. z AN. 2 AN. : AN. 2 ONOOA AONONNOOOON mmcoamom ONam Noz .N>ow Aoozum NNoNcon onuN< .N>ou NNNONON i o o AONOA .O.N ONA AOOOO NOONN ONNONON ONO: NN-: A N A .>NN= No NNNANNNOcoNNu AuiAAAc. usage pouch mg» an a scam so» mcopusnvgumro .om.e a—nuh 148 noted between the two groups: the QII-P group considered 1oca1 schoo1s for 11 of the 14 tasks whi1e the QIII-E group marked the parents and home government more frequent1y than the QII-P group and about equa11y as 1oca1 schoo1s. Findings From the Open-ended Questions The manua11y tabu1ated resu1ts of the open-ended questions in the two questionnaires (QII-P and QIII-E) were categorized into groups based on the contextua1 simi1arities in responses to each item. Most comments were made in such a way that no interpretation or guessing was necessary; however, for the purpose of faci1itating better understanding and more effective organizing, some comments were paraphrased whi1e efforts were made to present the comments in their origina1 forms. Severa1 comments which required considerab1e interpretation and guessing due to their incomp1eteness and unc1earness were exc1uded from the resu1ts. In this section, some characteristic responses in each category of each item are described. Detai1ed summaries of the responses are presented in an out1ine form in Appendix F. Since more than ha1f of the open-ended questions in QII-P and QIII-E were different, the resu1ts of these questionnaires are presented separate1y. Findings From the QJI-P Open-ended Questions (A) "What kind of socia1 va1ues do you think shou1d be stressed in schoo1s for a11 chi1dren?" (item 28). To this question, 53 of the 88 subjects responded. Most of the responses were concerned with one's attitudes toward others, persona] attributes, concepts re1ating to modes 149 of socia1 interaction, re1igion re1ated comments and others of a genera1 nature. Among the attitudes toward others, most frequent1y observed com- ments were "respect for the worth and dignity of a11 human beings" (31)..l More specific comments inc1uded "sensitivity, appreciation and to1erance for va1ues, ideas and persons of different cu1tura1 and re1igious back- grounds“ (15), "respect for the e1ders" (12) and awareness that "no race, no cu1ture (or) no nation is inherent1y better than others" (10). Among persona1ity attributes, sense of responsibi1ity (9), "good manners" (6) and "honesty" (6) were mentioned frequent1y. Va1ues re1at- ing to socia1 interaction inc1uded, among others, "cooperation" (11), "discip1ine" (6), "human interaction" (6) and "friendship" (4). One subject each reported stress on "secu1ar thinking" and an opposing view, "re1igion studies". Among the other category, "freedom" (4) was most often mentioned. (B) "What do you perceive to be the most va1uab1e educationa1 experiences a11 chi1dren receive in schoo1s?" (item 29) (58 subjects responded to this item). The responses to this question were c1assified into the three categories: cognitive domain, affective domain and genera1. Within the cognitive category, "basic ski11s of reading, writ- ing and computation" (19) was cited most frequent1y. More genera1 state- ments, "know1edge and ski11s; en1ightenment" (6) and "abi1ity to think and reason 1ogica11y" (4), etc., were a1so preva1ent. 1Figures in parentheses indicate the number of subjects who contributed the same or a simi1ar comment. 150 Deve1opment of interpersona1 communication ski11s, socia1ization ski11s and "important" socia1 va1ues through peer and student-teacher interactions (26) and through interactions with chi1dren from different cu1tures (10) were characteristic responses among the affective domain. Inte11ectua1 and motivationa1 affects were a1so inc1uded: "Inte11ectua1 curiosity" (2) deve10pment of "se1f-respect" (5), "independence" (5) and "se1f-confidence" (4). Among the five comments, "American education and cu1ture" (1) and "nationa1 pride" (1) were two contrasting comments of interest. (C) "What do you 1ike about East Lansing?" (item 31). Sixty-one of the tota1 group contributed information on this item. These responses were organized into five areas: curricu1um, instructiona1, personne1, socia1 and physica1 environment and others. Comments on curricu1um tended to be genera1. Some of these were "program in genera1" (11) and "we11-organi2ed and f1exib1e curricu1um" (7). More specific ones in- c1uded "we11-deve1oped science curricu1um" (5) and "provision of ESL" (4). "Likes" about instructiona1 methods were 1ed by "a variety of teaching methods emp1oyed" (4), "1earner centered eva1uation approach" (2) and "individua1ization of instruction" (2). Among the category of personne1, teachers are "concerned", "kind", "cordia1" and "friend1y" (14) and "teacher commitment and responsibi1ity" (7) were reported. "Cu1tura1 mix of chi1dren" (9), "wea1th of faci1ities" ("bui1dings", "transportation", "1ibrary", "audio-visua1 materia1s") (8) and "respect for students' right and individua1ity" were mentioned most frequent1y for the socia1 and physica1 environment category. The genera1 category 151 was 1ed by "a1most everything" (6). (D) "What do you dis1ike about East Lansing schoo1s?" (item 30). Fifty-nine parents gave their views on this item. In contrast with the responses to item 31 ("1ikes"), the responses to item 30 ("dis1ikes") in genera1 were characterized by: a) more specific content, b) a sma11er number of subjects reporting identica1 or simi1ar comments and, consequent1y, c) a greater number of different comments being offered. The responses were categorized into six groups, four of which were the same as those used for item 31. Instead of the category of "socia1 and physica1 environment" used for item 31, a category of "socia1 c1imate“ was used in addition to another category, "administrative", for item 30. Among the curricu1um category, the mathematics program was most frequent1y commented on: "math program emphasizes mechanica1 ski11s at the expense of thinking or conceptua1 understanding" (5) and "math pro- gram is s1ow paced" (3). Among specific subject areas, "sex education at e1ementary and midd1e schoo1s unnecessary" (3),1 "inadequate ESL instruction . . . 1anguage teaching not emphasized" (2) and "socia1 studies curricu1um is inadequate in areas of history and geography" (2) were a1so mentioned. More genera1 curricu1um re1ated comments inc1ude "ethnocentrism--over emphasis on North American cu1tura1 va1ues" (3) and "not enough 1earning in academic subjects" (5). The instruction category inc1uded comments on teaching methods, c1assroom management and genera1 areas. Eight comented on teaching 1An additiona1 comment was: "It's not rea11y optiona1 since there is no a1ternative subject taught (during the sex education c1ass period). Students (who did not take sex education) are 1eft a1one." 152 methods: "The proportion of chi1d-directed and teacher-directed 1earn- ing is unba1anced," (3) and "excessive independent work and inadequate amount of instruction is given in ear1y grades" (5). "A 1ack of discip1ine" (12) was the on1y comment concerning c1ass- room management. Genera1 areas were 1ed by a comment, "va1ue of home- work not regarded" or “a 1ack of homework" (7). The administrative category was further divided into schedu1ing, management, poIicy and other sections. Within the schedu1ing section, "too many non-schoo1 ha1f days" (6) were mentioned a1ong with its conse- quences, "Parents cannot study" (2) and "(American) schoo1s appear more p1easing to chi1dren" (3). Concerning management, "s1ow response to requests", "chi1dren must wait outside in the winter co1d unti1 the "time" and not even 5 minutes ear1y opening (has) not (been) considered" (5) were reported. A 1ong summer vacation (3) and a 1ack of or inappro- priate c1othing code (3) were among po1icy re1ated concerns. The personne1 category inc1uded, among others, comments of "Teachers working in mu1ti-cu1tura1 schoo1s ought to be more aware of and know1edgeab1e about cu1tura1 differences" (3), "inconsistent (varied 1eve1s of) teacher competencies; poor qua1ity teaching not checked" (3) .and "teachers tend to neg1ect certain chi1dren's needs un1ess parents get invo1ved over1y--teacher invo1vement in the student is a function of parents' awareness" (3). Concern about "no proper tab1e manner stressed . . .” (4) during the schoo1 1unch period and "a 1ack of respect for teachers" (3) were reported more than others among the socia1 c1imate category. The genera1 category was 1ed by "nothing to dis1ike" (10). 153 (E) "What other concerns do you have that are not covered ade- quate1y in this questionnaire?" (item 27).1 Twenty-five parents responded to this item. Their responses were c1assified into: a) adjust- ment re1ated concerns, b) misce11aneous issues and c) comments on the questionnaire itse1f. Adjustment re1ated concerns were "insufficient attention paid to the emotiona1 adjustment of the chi1d" (2) a1ong with severa1 suggestions for dea1ing with the prob1em. Another concern of interest, though voiced by on1y one subject, was "my chi1dren wi11 miss the type of education they are receiving here; they have to return to 1ower qua1ity education at home". Misce11aneous concerns inc1uded suggestions, “use of uniforms cou1d save a 1ot of money and other prob1ems" (2), "some chi1dren's activities shou1d be conducted by MSU" (2) and "make faci1ities more avai1ab1e for chi1dren . . ." (2). Regarding the questionnaire itse1f. comments inc1uded "this ques- tionnaire covers issues and concerns about foreign chi1dren very we11" (3) and others with a tone of appreciation for the study and of ques- tioning (i.e., "why is writing my name necessary?" etc.). (F) "Other comments": Nine comments were given here. Most of them were expressing appreciation for the schoo1 district and others ranged from reasons for not responding to certain questions to sugges- tions about opening a specia1 schoo1 for foreign chi1dren. 1The responses to items 27 and 32 (other comments) were somewhat over1apping, therefore some of the responses were edited for a better organization by shifting the p1ace for responses (either 27 or 32). 154 Finding From the QIII-E Open-ended Questions (A) ”P1ease 1ist the strengths and weaknesses of the American educationa1 system compared with the educationa1 system of your country“ (item 7). Twenty-seven of the 33 subjects reported on "strengths" and 25 commented on "weaknesses". Both the strengths and weaknesses were c1assified into the same fo11owing categories except for one additiona1 category for "strengths", resources. The common categories used were: a) programs, b) instructiona1 (methodo1ogica1- c1assroom management), c) schoo1 systems in genera1, and d) affective concerns. "Resources" (6) in genera1, "bui1ding faci1ities" (3) and "audio- visua1 equipment" (3) were considered strengths. In the program cate- gory, "broader range of subjects areas avai1ab1e" (4) and "hea1th, physica1 fitness and sport programs" (2) in genera1 received p1ura1 votes as strengths. In the instructiona1 category, the chi1d-centered 1earning approach (4) was supported by severa1 examp1es (i.e., individ- ua1ization) whi1e f1exibi1ity in instructiona1 approach (4) was a1so high1y regarded (i.e., "teaching not confined to textbooks", etc.). Concerning the system, the strength was seen in the "singTe secon- dary schoo1 system accommodating both academic and vocationa1 tracks without segregating" (2), "absence of entrance examination pressures" (2), "the system a11ows innovation" (2) and the equa1 educationa1 oppor- tunity (with examp1es, "free pub1ic education K-12" (2), etc.). As specific weaknesses in the program, mathematics curricu1um (3), weaknesses in basic ski11 areas (5) and socia1 studies, wor1d history and geography (2) were mentioned by more than one subject. 155 Among genera1 areas of weakness, "curricu1um is sha11ow and inf1exib1e and caters (excessive1y) s1ow progress" (8), "curricu1um offerings and their contents ref1ect insu1arity . . ."(3) "fewer requirements in basic ski11 area" (6) and "tendency to skim the surface of a broad range of subjects" (3) were mentioned more frequent1y. "A 1ack of discip1ine"(12) was considered a weakness by the 1arg- est number of subjects for any one comment. In addition, a 1ack of structured guidance (4)1 was mentioned among weak areas in instructiona1 and c1assroom management. As weaknesses of the system, "a 1ack of centra1 educationa1 stand- ards" (3), "promote competition in everything except for academics" (2), "ethnocentric approach to education" (3) were mentioned. Among the affective category, "inadequate stress on mora1 re1ationship" (2) and "a sense of responsibi1ity is expected of on1y a sma11 group of students" (2), were reported as weaknesses. (B) "List your suggestions for he1ping chi1dren to maintain the norms and va1ues of your home cu1ture" (item 8). Comments made by 25 subjects on this item were c1assified into three groups: a) parenta1 instruction, b) coordinated programs and c) others. Suggestions made most frequent1y were "parenta1 instruction and supervision“ (18) with a characteristic tone of "this is the responsi- bi1ity of the parents concerned and cannot be fostered by individua1s 1The examp1es given were: "In a 1ess structured c1assroom, the chi1d is too often 1eft to his own devices without proper directions" (2) and "on1y a few students may benefit from this type of instructions; the majority simp1y wastes time" (2). 156 who are unfami1iar with the particu1ar home cu1ture; best done in the home!" (12). A suggestion to modify socia1 studies curricu1um by broadening its scope was made by two subjects. (Examp1e: ". . . history, geography and system of government not a1ways exc1usive1y American.") Specia1 programs were frequent1y suggested: "Specia1 courses in schoo1 about cu1tura1 heritage" (9) by using "s1ides, native cu1tura1 fi1ms which most embassies can make avai1ab1e" (5). "Bring in foreign parents for presentation" (3) and "provide the chi1d occasiona11y with opportunities to make presentation about their countries-~customs, c1othings, food, fauna, f1ora, geography, p1ays, toys, etc.--in c1assrooms" (5) were some of the other suggestions for c1assroom activities. Among the other category, suggestions made more than once were: "He1p the chi1d to have regu1ar contact with other area chi1dren from the same country" (4), "teachers can p1ay some ro1e by supporting differ- ent norms and va1ues, but they have first to know about them. Printed guide1ines for teachers on each nationa1ity may be an idea" (2) and "increase discip1ine" (2), etc. (C) "What changes wou1d you 1ike to see in American pub1ic schoo1s for the benefit of foreign chi1dren" (item 9). Twenty-four responded to this item. The suggested changes were categorized into five re1ated groups: a) schoo1 program, b) c1assroom management, c) personne1, d) affective areas, and e) other. There was a considerab1e number of suggestions concerning schoo1 programs. Socia1 studies curricu1um was the main target for sugges- tions: "1ess ethnocentric curricu1um . . ." (2), "more . . . 157 objective 1essons in e1ementary history of Africa and Asia", especia11y of "those deve1oping nations" (3), etc. "More time to study other cu1- tures, customs, peop1es, etc . . ." (2), "encourage (foreign) students to research on their country, . . ." (2) "more c1asses for gifted chi1- dren" (5) and "1ess ob1igatory subjects" (2) were a1so mentioned among other desired changes re1ating to schoo1 programs. There were suggestions for more in-service cross-cu1tura1 training for teachers and administrators (3) as we11 as more teacher training on the effective methods of "uti1izing foreign chi1dren as resources" for the purpose of presenting 1essons on different cu1tures, (4) "stricter c1assroom management" (2) was a1so found among desired changes in American schoo1s. C1assified into affective areas were suggestions concerning the changes in American chi1dren's attitudes toward awareness and under- standing of foreign cu1tures (3). No changes were a1so suggested by 3 subject with each of them giving different reasons for it (i.e., "the experience in the U.S.A. is sufficient", "American pub1ic schoo1s are for American chi1dren. . . ." and "no changes for this age group (6-13)"). Other suggestions among the "other" category were: "When needed, P.T.A. activities shou1d reach community-at-1arge in re1ation to presence of foreigners and their needs" (2) and ". . . a thorough investigation into internationa1 equiva1encies is needed both for foreign and American chi1dren to assist and promote greater f1exibi1ity for internationa1 interchange" (2), etc. (D) “What kind of socia1 va1ues do you think shou1d be stressed in schoo1s for thebenefit of a11 chi1dren?" (item 10). Twenty-seven 158 responded to this question. Their responses were quite simi1ar to those made by the QII-P group to the same question. Again, it was rather dif- ficu1t to c1assify the va1ues or concepts mentioned in response to item 10 due to their over1apping nature. However, most of them were consid- ered re1ated to attitudes toward others. Among those, "respect and appreciation of one another as human beings" (12) together with a sense of to1erance (7) were most frequent1y cited. Persona1 attributes such as "kindness" (12), "honesty" (4), "responsibi1ity" (3) and "se1f- awareness" (3), etc. were a1so high1y regarded socia1 va1ues by this samp1e. Other socia1 va1ues such as "cooperation" (4) "team spirit" (2), "friendship" (2), "socia1 discip1ine" (3) and "sense of community" (3) were inc1uded in the responses. (E) "What do you perceive to be the most va1uab1e educationa1 ex- periences a11 chi1dren receive in schoo1s?" The responses of 26 subjects were c1assified into 3 categories: a) cognitive, b) affective and c) other. Among the cognitive domain, deve1opment of genera1 "academic ski11s" (5), "basic ski11s in reading, writing and math" (4) and "critica1 thinking" (3) 1ed the 1ist of va1uab1e experiences. The affec- tive domain inc1uded comments such as deve1oping the "abi1ity to 1ive in harmony with peop1e of different backgrounds" (8) and "inte11ectua1 inquisitiveness" (3), etc. (F) "Other comments": (item 12) Four subjects contributed com- ments on this item. Each of these four comments was considered to be an appropriate fina1 note to the findings of this study since each seemed to capture some of the sentiments and hopes of the tota1 group who participated in the study. 159 . . I expect them (chi1dren) to be a proximate1y a year behind their (Eng1ish speaking country) grade 1eve1 on our return, but I fee1 they wi11 be compensated for this by the tota1 experience of having 1ived here three to four years. Our chi1dren have been particu1ar1y we11 received in the American sch001 system. Teachers paid quite a bit of atten- tion to their specific prob1ems. During the first months, pupi1s took turns in assisting our chi1dren, a system which worked we11 and was organized by the teachers. American chi1dren have been taught that they are the best because of the richness of their country, the democratic po1itica1 system in which everyone's voice can be heard and the high 1eve1s of income. In a shrinking wor1d where inter- dependence becomes greater with each year, emphasis on socia1 communication is greater and for harmony purposes, he who possesses the most shou1d become more humb1e as if he did not possess. Ethnic pride is a usefu1 medium of persona1 identity. However, it shou1d be checked and ba1anced against the 1oca1 norm and cross-cu1tura1 understanding. Chi1dren are 1itt1e ambassadors if they foster good attitudes and understanding of what is good in their cu1ture and what is usefu1 to adopt from others without persona1 conf1ict or compromise. The parents a1ways p1ay a great r01e in the formu1ation of the chi1d's attitude. They are responsib1e for reinforcing the chi1d's confidence for what be1ongs to him and what be1ongs to others. Summary The present chapter contained the findings and ana1ysis of the data from QII-P (the parent group) and QII-E (the "Embassy" group). The resu1ts of QIII-E were presented a1ong with those of QII-P for the reasons which were de1ineated in Chapter II. This chapter consisted of nine sections: 1) perceived prob1ems of chi1dren arising from their transient study in the United States, 2) se1ected issues concerning chi1dren's native 1anguage deve1opment, 3) parents' opinions on schoo1 curricu1a, objectives and work 1oad for chi1dren, 4) parenta1 participation and invo1vement in the educationa1 160 processes of their chi1dren in this country, 5) opinions and information on misce11aneous educationa1 issues, 6) adjustment 1eve1s of subjects' fami1y members as perceived by the subjects themse1ves, 7) perceived va1ues of 1earning abroad for chi1dren, 8) perceived responsibiIities of educationa1 tasks pertaining to foreign chi1dren and 9) the resu1ts of open-ended questions. Comparisons of perceptions on cu1ture shock and deficient areas in the native 1anguage between the chi1d and the parent groups were a1so made in the present chapter. Some of the variab1es emp1oyed frequent1y as a basis for ana1ysis were: countries/regions, chi1dren's schoo1 1eve1s, grade 1eve1s, sex, 1engths of stay in the United States and re1igions. The response pat- terns by re1igions, however, were 1imited in their use due to the sma11 size of certain subgroup samp1es. CHAPTER V SUMMARY AND CONCLUSIONS This study arose from a concern about the educationa1 conditions of internationa11y transient chi1dren who attend American pub1ic schoo1s. Many foreign chi1dren, far away from their native environments, attend schoo1s which were designed primari1y for the education of American chi1dren. Whi1e 1earning and interacting with American chi1dren and teachers, what do they perceive about American chi1dren, teachers, schoo1s and the wor1d surrounding them and how do they view their own functioning in the American environments? In the rapid1y changing wor1d rea1ities, the effort to bu11d a more harmonious re1ationship among the nations of the wor1d may be faci1itated if a concern is shown for the we1fare of these "1itt1e ambassadors" from a11 over the wor1d. Summary of the Study The primary objective of this study was to gather information which describes the overa11 conditions of the education of foreign chi1dren in the three se1ected East Lansing pub1ic e1ementary and midd1e schooTs. This was done by surveying foreign chi1dren attending those three schoo1s, and foreign students and scho1ars at Michigan State University who enro11ed their chi1dren in East Lansing pub1ic schoo1s. The survey a1so inc1uded education/cu1tura1 attaches of foreign embassies in Washington, 161 162 D.C. to obtain information on genera1 issues concerning the education of foreign chi1dren in the United States with a hope of gaining insights into the 1ong range impact of 1earning abroad for young chi1dren.1 The three sets of questionnaires were deve1oped to survey the three groups of the popu1ation in order to obtain a broader and more comp1ete spectrum of the prob1em. The popu1ation studied consisted of: 1) 50 (92%) fourth through eighth grade students of the three se1ected East Lansing schoo1s, 2) 88 (87%) parents of 128 first through eighth grade students of the same three schoo1s and 3) 33 (42%) embassy re1ated respondents. Questionnaire I was administered for sma11 groups of chi1dren during the schoo1 hours, and the other two questionnaires (II, III) were returned by mai1. The resu1ting data were ana1yzed by using descriptive statistics, contingency tab1es and re1ated measures of association, Kenda11's tau for corre1ations, Cronback's A1pha for re1iabi1ity and mu1tip1e response procedures, a11 of which were avai1ab1e at the Michigan State University Computer Center. The responses to the open-ended questions were manua11y tabu1ated and c1assified into categories of re1ated contents. Findingsand Conc1usions As expected, the findings re1ated to opinions and perceptions were quite diverse, suggesting a variety of differences: individua1 differ- ences, differences within one cu1ture and differences at entry. 1As de1ineated in Chapter II, the data from this group was treated as a reference from the Washington area parents rather than as expert opinions as origina11y p1anned. 163 However, there were a1so evidence of commona1ity in responses to certain items among the tota1 groups as we11 as subgroups such as grade 1eve1s, schoo1 1eve1s, sex and countries/regions despite the sma11 size of the samp1e. Because of the intent of this study to be descriptive about the overa11 conditions of education of foreign chi1dren, the questionnaires inc1uded items beyond the areas of interest de1ineated in Chapter II. Those findings on the misce11aneous issues were not inc1uded in this sec- tion though some of them may be of interest to some peop1e. For examp1e, parents' views about co-educationa1 programs and ESL as a regu1ar1y schedu1ed e1ective course may be of interest to schoo1 administrators. Teachers may be interested in chi1drens' responses about the c1asses they do not want to miss and their reasons as we11 as the sources stu- dents reported1y use frequent1y when they have difficu1ty with schoo1 work. A1so, the information obtained from the open-ended questions of the three questionnaires may interest a variety of peop1e in the fie1d of internationa1 education. In addition, many of the ana1yses of response patterns by various sets of subgroups were a1so exc1uded from this section in order to high1ight the major findings. The fo11owing are some of the findings which describe common char- acteristics of the popu1ation studied and at the same time provide answers, though tentative1y, to those questions addressed in the Areas of Interest in the section, Statement of the Prob1em. 1. What are some of the prob1ems and concerns perceived by foreign chi1dren, parents and embassy personne1? a) The ESL pu11-out program seems to cause some anxiety for 164 more than ha1f of the chi1dren, the majority of whom indicated the fear of missing something important in the regu1ar c1asses. b) Approximate1y 35% of chi1dren said they were unaware of the 1essons covered in their regu1ar c1asses whi1e they attended ESL c1ass due to a 1ack of communication on the missed work between teachers and chi1dren. c) Deficiency in the native 1anguage ski11s were reported in "writing", "vocabu1ary" and "reading". Younger chi1dren re- ported greater deficiency than the o1der ones. d) Deficiency in the native 1anguage ski11s may present a prob1em when chi1dren return to a schoo1 in the home country. e) Having missed a significant amount of course content covered in c1asses in the home country due to the differences in sequenc- ing course content, se1ection of course content itse1f and the amount of course content covered in a given period between schoo1s in East Lansing and chi1dren's native schoo1s may cause a prob1em for chi1dren upon their return home. f) Aggressive behaviors of some American students toward foreign students were viewed as "dis1ikes" by most midd1e schoo1 stu- dents. This was not reported as a prob1em in e1ementary schooTs. g) A 1ack of discip1ine and a 1ack of sufficient guidance in c1ass- rooms were considered prob1em areas. Most chi1dren perceived a 1ack of discip1ine in their current schoo1s as compared with their native schoo1 c1imate. 165 h) A serious concern about chi1dren behaving in a manner con- trary to their cu1tura1 norms and standards was experienced by about 28% of the parents. . What do the parents of foreign chi1dren and embassy personne1 view as some of the advantages of studying abroad for young chi1dren? The fo11owing experiences were considered advantages by more than 75% of both adu1t groups. a) "Acquiring the Eng1ish 1anguage", b) ”Being exposed to cu1tures other than their own". c) "Learning to adjust or function in environments which are different from their own", d) "Becoming more aware of the existence of va1ues which are different from their own", e) "Broadening the range of human contacts", f) "Deve1oping a sense of to1erance toward different norms and standards of behavior". . How do foreign chi1dren and parents perceive chi1dren's adjust- ment to both socia1 and academic demands of American pub1ic schoo1s? a) Cu1ture shock, as measured by the sca1e used for this study, was not reported as a prob1em by the majority of chi1dren (60%). b) Simi1ar1y, 1eve1s of cu1ture shock for chi1dren, spouses and the parents as perceived by the parents themse1ves, were 10w. Among these three groups, spouses' 1eve1 of cu1ture shock C) d) e) f) 166 was reported the highest, then fo11owed by chi1drens' and the parents'. A high1y significant re1ationship was found between a greater 1eve1 of concerns about the chi1d's behavior and a 1ower 1eve1 of chi1dren's cu1ture shock as perceived by parents (T = .2258, P < .002). Most chi1dren reported that they were enjoying 1earning in an American schoo1. Despite the negative report about some American students' behavior toward them, especia11y outside c1assrooms, most foreign chi1dren said they fe1t comfortab1e and enjoyed interactions with American chi1dren in the schooT. About 22% of chi1dren reported that they had prob1ems keep- ing up with American students in comp1eting c1ass assign- ments. More than 75% of them, however, indicated they cou1d perform much better academica11y if they did not have diffi- cu1ty with Eng1ish. Most chi1dren said they were proud of being ab1e to speak their native 1anguage in addition to Eng1ish. . Is there a re1ationship between parents' perceptions of their adjustment in this country and their chi1dren's perceptions of their adjustment within the schoo1? a) No significant re1ationship was found (T = .101, P < .339). b) However, there was a significant re1ationship between the parents' perceptions of chi1dren's cu1ture shock 1eve1 and their own (T = .233, P < .002). 167 5. How do the parents of foreign chi1dren regard the curricu1a and 6. educationa1 objectives used in an American pub1ic schoo1? a) More than 70% of parents reported the three core subjects (Eng1ish, mathematics and science) and ESL very important as offered current1y by the schoo1 district; Another core sub- ject, socia1 studies, was considered very important by on1y 34% of the parents. Curricu1ar content of socia1 studies was reported weak particu1ar1y in wor1d geography and history. b) Among the genera1 schoo1 objectives, those considered very important by more than 50% of the parents were: "command of fundamenta1 ski11s and information", the "Eng1ish 1anguage", "hea1th" and "ethica1 character" (as defined in the question- naire). c) For the ESL program, emphasis on the 1anguage 1earning was preferred to teaching of cu1tura1 content. To what extent are foreign parents wi11ing to participate in educationa1 processes of their chi1dren whi1e in this country? a) In addition to he1ping with the chi1d's schoo1 work more than once a week, the majority of parents said they are wi11- ing to participate in the schoo1 vo1unteer program such as teaching about their native countries (55%), tutoring on their native 1anguages (44%), assisting with carniva1, festiva1, etc. (16%) and recruiting other parent vo1unteers (15%). About 20% of the parents reported unwi11ingness to participate in the schoo1 program. 168 b) About three-fourths of the parents attended schoo1 confer- ences regu1ar1y. Thehparents who had been in East Lansing 1ess than one year attended them 1ess regu1ar1y than those who had been here 1onger. c) A1though on1y 33% of the parents attended the first schoo1 orientation meetings, over 70% of the parents reported that those meetings wou1d be he1pfu1 and the attendance shou1d be required of parents of foreign chi1dren. . What are some of the attitudes of foreign parents about communi- cating with schoo1 personne1 regarding their chi1dren's educa- tion? a) More than 80% of the parents said they fe1t comfortab1e in bringing up their concerns about their chi1d's schoo1ing at schoo1 conferences whi1e about 18% said they fe1t either uncomfortab1e or uncertain about doing the same. A simi1ar percentage of the parents (85%) reported to be wi11ing to initiate the contact with schoo1 personne1 whenever they had concerns about their chi1d's schoo1ing whi1e 15% of them reported unwi11ingness to do the same. b) About 10% of the parents gig Egg consider the chi1d's teacher(s) as a source of information/consu1tation about the chi1d's education whi1e for the remaining 90% of them the chi1d's teachers were the prime source for information/ consu1tation. Schoo1 administrators were consu1ted by about 23% of the parents. 169 8. Who do foreign parents and embassy personne1 think schoo1 have responsibi1ity for various educationa1 tasks? a) The findings were not conc1usive as to the majority opinions, except for the task of the 1oca1 schoo1s to provide the regu1ar pub1ic schoo1 instruction. Tasks specifica11y re1ated to foreign chi1dren were assigned about equa11y among the 1oca1 schoo1s, the parents and the home government in the opinions of embassy personne1, whi1e the East Lansing foreign parents regarded the 1oca1 schoo1s as primari1y responsib1e for those tasks. Areas of concern (9 and 10), as stated in Chapter I, were specifi— ca11y addressed to embassy personne1 in Washington, D.C. whose expert Opinions were assumed to be ab1e to provide some insights into the 1on9 range needs and concerns of foreign chi1dren's education in this country; however, as exp1ained in Chapter II, the data from this group was treated as a reference from the Washington area parents rather than expert opinions. A1though some of the responses by the embassy re1ated subjects were insightfu1 and interesting, their responses as a who1e were not conc1usive as to provide significant information for this study as origina11y p1anned. Therefore, their responses were inc1uded to- gether with those of East Lansing parents where app1icab1e. Strengths and Weaknesses of the Study Strengths Some of the strengths of this study are: 1. This is be1ieved to be the first study which focuses on foreign 170 chi1dren in an American pub1ic schoo1 system by obtaining information from them and their parents. Some of the findings may he1p generate hypotheses and more investigations which cou1d add more information to faci1itate further internationa1 understanding through exchange of chi1dren. . The questionnaires, in genera1, were deve1oped carefu11y cover- ing most of the present concerns of the popu1ation studied and seemed to have satisfactory content va1idity. . The sca1e for cu1ture shock obtained acceptab1e re1iabi1ity. It may serve as a basis for deve1oping an improved sca1e to measure 1eve1s of cu1ture shock for foreign chi1dren beyond the East Lansing schoo1 district. . Substantia1 data were obtained from young chi1dren of ages 9 to 13 by means of written questionnaires despite the constraints of 1anguage difficu1ty and maturity. . The open-ended questions served to provide much information which cou1d not be obtained efficient1y from the structured questions. . Since the size of the samp1e surveyed for QI-C and QII-P was representative of the tota1 popu1ation in East Lansing, some of the findings may serve as a direct reference for the teachers and schoo1 administrators of the district. Others may serve as a reference in their effort to understand the foreign popu1ation in the schoo1 district. 171 Weaknesses Some of the weaknesses in this study are: 1. A1though some teachers' opinions were sought at the stage of the pi1ot study, they were actua11y exc1uded from the popu1a- tion. Their inc1usion may have added strength in terms of com- p1eteness in describing the overa11 educationa1 conditions of foreign chi1dren. . The findings cou1d not be genera1ized beyond the popu1ation studied due to the sma11 size of the popu1ation. Further, the size of popu1ation did not a11ow ana1ysis of response patterns by countries which were represented by the popu1ation, espec- ia11y with the chi1d group. And, much of the demographic data cou1d not be used effective1y for the same reason. . Though data co11ection from kindergarten through third grade chi1dren wou1d be very difficu1t, requiring perhaps a different method from the one used in this study, data from the youngest group of chi1dren may have added additiona1 dimensions to the findings. . A1though the sca1e for cu1ture shock had an acceptab1e 1eve1 of re1iabi1ity, it may have been improved (especia11y the interna1 va1idity) if the constructs for "cu1ture shock" and "homesickness" were distinguished. "Homesickness" may cause varying degrees of stress, but it may not be due to "cu1ture shock". . A1though it was assumed that there were individua1 differences (age, sex, dispositions, etc.) among sib1ings of the same 172 fami1y, the structure of the questionnaire did not a11ow those parents with two or more chi1dren in the first through eighth grades to express those differences in their chi1dren and their chi1dren's schoo1 environments. The responses of 35 parents to the questions re1ated to schoo1 programs, socia1 and academic adjustment, therefore, need to be viewed as composites of their observations of two or three chi1dren attending different schoo1s of different grade 1eve1s. 6. Another weakness in contextua1 makeup of the questionnaire was found in items 16 (QII-P) and 5 (QIII-E), which addressed va1ues of studying abroad for young chi1dren. It inc1uded statements which describe both conditions necessary for certain behaviors to occur as we11 as some outcome behaviors. It wou1d have required some interpretations on the part of respondents to react to the statements of conditions. For examp1e, "being exposed to cu1tures other than their own" (a) is a statement of condition, and it cou1d not be judged as either good or bad when one is seeking va1ue in the chi1d's behaviora1 outcome. It cou1d be judged on1y as a condition which mere1y provides the chi1d with opportunities to react, whether the outcome of this reaction is a desired behavior or not. From the responses given, it is difficu1t to know whether the respondents reacted to these statements of condition with certain behaviora1 out- comes in mind or as conditions detached from any specific behaviors.1 1Concerning this item, va1uab1e insights were contributed by two respondents of the QIII-E group. See Chapter IV, page 143. 173 Imp1ications of the Study For Teachers and Schoo1 Administrators 1. A1though the findings suggest that the teachers have been assigning makeup homework rather discrete1y (i.e., the o1der chi1dren and/or chi1dren with a 1onger stay in this country who managed to comp1ete schoo1 work more on their own, have been assigned more amount of makeup work), a more systematic com- munication between the teacher and a11 the ESL students with regard to the missed work due to their attendance in ESL c1asses is desired either before or after they 1eave the regu- 1ar c1asses which wou1d 1ike1y reduce chi1dren's anxiety about "missing something important in the regu1ar c1asses" whi1e attending ESL c1ass. Regu1ar communication between the ESL teacher and c1assroom teachers may a1so he1p chi1dren achieve their goa1s more effective1y in both c1asses. . It may be usefu1 to consider a1ternative p1ans for the ESL pu11-out program for those chi1dren who need intensive Eng1ish training. Modification of course requirements and avai1abi1ity of course options based on the need of chi1dren as determined by parents and teachers may be incorporated in the considera- tion for a1ternative program. Mu1ti-cu1tura1 education may be needed for American chi1dren, especia11y the midd1e schoo1 students in order to he1p them understand and empathize with their cu1tura11y different peers. 4. 174 Socia1 studies curricu1a, especia11y the areas of geography and history, may be re-examined in view of the current and future needs of a11 chi1dren of an ever shrinking wor1d. Re-eva1uation of the traditiona1 treatments of Asia, Africa and deve1oping nations may a1so be suggested. . The concept of individua1ized instruction may be extended more fu11y to meet the needs of foreign chi1dren, especia11y in socia1 studies courses by encouraging and a11owing them to do projects re1ated to their native countries within the framework of c1assroom activities. . Efforts to improve c1assroom discip1ine and/or efforts to he1p foreign chi1dren understand how American c1assrooms function' may be made to chi1dren as we11 as to their parents. More posi- tive attitudes on the part of foreign chi1dren and parents toward the American schooIs may improve chi1dren's 1earning. . The teachers and schoo1 administrators need to be aware of, and sensitive to, a sma11 group of parents who are not assertive and fee1 uncomfortab1e in communicating with the schoo1 person- ne1. In addition, specia1 effort to invite and we1come foreign parents to participate in various schoo1 activities may be use- fu1. Foreign parents as resources for the parent vqunteer programs may be more fu11y uti1ized in order to increase the opportunity for their participation in the educationa1 processes. . The schoo1s may prepare a 1ist of questions to be sent to for- eign parents before their departure for this country. 10. 175 Responses to such questions may he1p the schoo1s p1an more effective1y for providing education for their chi1dren. A book1et containing suggestions for parents on ways to pre- pare chi1d for American schoo1s and 1ife in genera1 in the United States may be deve1oped for use by parents and their chi1dren. For the Schoo1 District and the Office of the Advisor to Foreign Students and Scho1ars at Michigan State University 1. 2. When the 1etter for admission to the University is sent to foreign students with schoo1-age dependents, information con— cerning the East Lansing pub1ic schoo1s and a brief question- naire (prepared by the schooT district) so1iciting information about the prospective students in East Lansing schoo1s may be inc1uded. Ear1y enro11ment figures and background information about foreign chi1dren wou1d faci1itate the better p1anning on the part of concerned schoo1s and teachers. Attendance in a schoo1 orientation meeting may be made required of foreign parents with schoo1-age chi1dren. . Foreign parents may be asked to bring with them or send a cur- ricu1um brief, textbooks and the chi1d's schoo1 record from the schoo1 in their native countries which may he1p teachers' under- standing of the incoming foreign chi1dren and faci1itate their instructiona1 p1anning. 176 For Foreign Parents 1. More active and advance p1anning for chi1dren's education in the United States may minimize the difficu1ty chi1dren may experience when they return to home countries. Consu1ting with the chi1d's teachers in the native country and arranging the necessary instructiona1 materia1s for the chi1d to use may be made before their departure for the United States. . Incoming foreign parents may especia11y be encouraged to make time for estab1ishing communication with the schoo1 personne1. For Further Research In a sense, this study has raised more questions than it has answered. Since the focus of this study was on current concerns, 1ong- range perspective of various issues need to be c1arified. Some of the questions raised, therefore, require 1ongitudina1 inquiry by cross- cu1tura1 teams of investigators: 1. 2. What are some of the actua1 consequences of chi1dren's becoming deficient in their native 1anguages when they return to schoo1 in their home countries? How 1ong wou1d it take for them to regain the norma11y expected proficiency 1eve1s? What are some of the components of chi1dren's behaviora1 changes? What are consequences of chi1dren's behaviora1 changes when they return to their native environments? How 1ong wou1d it take for them to un1earn once 1earned behaviora1 norms? 177 3. What are some of the 1ong-range benefits or 1iabi1ities for children as a consequence of having received a part of their education in this country? These three imp1ications above seem especia11y important because it may be usefu1 to have information on some of the possib1e effects of schoo1ing in America on re-adjustment and re-adaptation to their home- 1ands when they return. Such information may he1p an American schoo1 system to be ab1e to assist foreign parents in anticipating potentia1 prob1ems and orientation as we11 as possib1y 1eading to a type of de- briefing before 1eaving this country as a way of preparing the chi1d for a more functiona1 integration of American experiences with that of a home1and. 4. What sources are actua11y used intentiona11y and/or unintention- a11y by chi1dren to form an image of this country and peop1e? P1ans for effective orientation program for foreign chi1dren seems to require such a basic information in order to either counteract or reinforce the accuracy of that information. 5. Data on easy and difficu1t schoo1 assignments reported by American chi1dren of grades 4 through 8 may high1ight the characteristic responses of foreign chi1dren as we11 as some of their educationa1 backgrounds. 6. Additiona1 aspects of the cu1ture shock sca1e may be sought for deve1oping a more refined measure which may then be standardized. Such an instrument may he1p schoo1 personne1 anticipate, identify and possib1y prevent prob1ems which may hinder adaptation to 1earning in an American schoo1 system. 178 7. A study focusing upon the perceptions and attitudes of American chi1dren, their parents, teachers and schoo1 admin- istrators about various issues arising from the presence of foreign chi1dren may add significant information to the present study by providing an even broader perspective of the prob1em under question. Such information may not on1y he1p deve1op an information guide to prepare foreign chi1dren for American schoo1s but a1so may he1p identify some of the needs of foreign chi1dren as we11 as those of American chi1dren within a frame- work of the rea1 schoo1 situations. 8. Deve10pment of a simi1ar research invo1ving 1arger samp1es of foreign chi1dren who attend American pub1ic schooIs on a temporary basis may contribute significant information to the fie1d of internationa1 education which may faci1itate under- standing of uniqueness and commona1ities among chi1dren of various nationa1 groups of the wor1d. 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A., “Stran ers, Homecomers and Ordinary Men", Anthropo1ogica1 Quarter1y 46 (1), 1973, pp. 47-58. Moser, C. A. and G. Ka1ton, Survey Methods in Socia1 Investigation, New York: Basic Books, Inc., 1972. Murase, Anne E., "The Prob1ems of Japanese Returning Students", Exchange, Spring 1978, pp. 10-14. Nash, D., A Community in Limbo: An Anthropo1ogica1 Study of an American Community Abroad, BToomington: Indiana University Press, 1970. Nie, Norman H. et a1., Statistica1 Packgge for the Socia1 Sciences, New York: McGraw-Hi11 Book Co., 1975. Oppenheim, A. N., Questionnaire Design and Attitude Measurement, New York: Basic Books, Inc., 1966. Parten, M., Surveys, Po11s and Samp1es, New York: Harper and Row, 1950. 181 Richardson, Stephen A. et a1., Interviewing: Its Forms and Functions, New York: Basic Books, 1963. Sieber, S. 0., "Case of the Misconstrued Technique: Survey Research in Education", Phi De1ta Kappan 49 (1968), pp. 273-276. 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APPENDICES APPENDIX A QUESTIONNAIRES AND PRIMARY CORRESPONDENCE 182 10. 183 QUESTIONNAIRE (I) 4 Your Name: (1ast)7 (first) Where do you 1ive: (midd1e) Sex: Boy ; gir1 Name of your country: Language Spoken in your country: ****** . Is this your first visit to the United States? ; When did you arrive in the United States ' for this visit? .............. [=If you were in this country before, how 1ong did you stay on your 1ast visit? . Did you study Eng1ish before coming to the United States? .............. . If so ("yes“), how many years did you study it before coming to the United States? . . . . Has the schoo1 in your country: yes ; no (month) (year) ’(rumber of months) yes ; no (number of years) fer gir15 on1y? fbr boys on1y? fOr both boys and gir1s . What 1anguage do you usua11y speak r at home in America? ............. 1anguage of your country Eng1ish both 1anguage of your country and Eng1ish I - What 1anguage do your parents I usua11y speak at home? ............ 1anguage of your country Eng1ish both 1anguage of your country and Eng1ish . If possib1e, do you want to study in an not American high schoo1? ............ yes ; no ; sure . If possib1e, do you want to study not in an American university or co11ege? yes ; no ; sure Answer each question by circ1ing a number according to the key be10w. Key: 11. 12 14. 15. 16. 17. 18. 19. 20. ‘ ‘ 21} 22. 23. 184 ® (3 yes!!! yes yes?/no? no no!!! Do you have prob1ems keeping up with American students in comp1eting c1ass assignments? ............ Were you to1d about America (ex., schoo1s, food, peop1e, etc.) before 1eaving your country? ........... Was the information about America you had received before you 1eft your country true? ........... Are the schoo1s and the chi1dren in America just as you imagined them to be before you came to this country? . - Does it make you proud to be ab1e to speak the 1anguage of your country in addition to Eng1ish? ......... Do you enjoy participating in sma11 group activities in c1ass? ........................ Do you fee1 comfortab1e asking American students questions in c1ass? .................. Is it important to you that other students accept you as a friend? .................... DO YOU fee1 you cou1d do much better in schoo1 if you did not have difficu1ty with Eng1ish? ....... Are American students wi11ing to he1p you when you have prob1ems in c1ass? ................ Do you be1ieve that if you behave more 1ike an American student, you wi11 be accepted more by them? ...... Do American students seem interested in knowing about you and your country? ................. 00 teachers here seem interested in knowing about you and your country? ................. Do your parents te11 you that sometimes you behave 1ike an American student? ............... Are American students more serious about 1earning than the students in your country? ........... 1 P.) 185 Key: @ @ @ GD ® yes!!! yes yes?/no? no no!!! 26. 00 American students say what they think and fee1 more free1y than the students in your country? ....... 27. Are teachers here more strict about students' misbehavior in c1ass than the teachers in your country? ...... 28. Do you fee1 that teachers here are more friend1y toward their students than the teachers in your country? . . . .................... 29. 00 students in America use more swear words (bad words) than the students in your country? .......... 30. 00 students show more respect to teachers in America than in your country? ................. 31. Are the schoo1 and c1ass ru1es fo11owed more c10$e1y here than in your country? .............. 32. 00 students here ta1k about things other than the c1ass subject during c1ass more often than the students in your country do? ................... 33. Do American students he1p each other comp1ete c1ass assignments more than the students in your country? 34. Do the students here 1isten to teachers and their c1assmates more carefu11y than the students in your country? .................... 35. Are there more rough behaviors (such as pushing, running, fighting, etc.) in schoo1s here than in your country? .................... 36. Do you fee1 that the American students are friend1y towards students from other countries? ........ 37. Do you enjoy 1earning in an American schoo1? ..... ****** J'QD #1 m D. O U’ m 39. 186 Did you experience any of the fo11owing sence you came to this country? Show how often you experienced each by circ1ing a number according to the key be1ow. Key: (:1 C) (:1 <:> often sometimes se1dom never (every day) (once a week) (once a month) fee1ing that you do not have any friends ....... 1 2 3 4 afraid of going out without your fami1y ....... 1 2 3 4 afraid of being spoken to in Eninsh ......... 1 2 3 4 wanting to go back to your home country ....... 1 2 3 4 missing your friends in your home country ...... 1 2 3 4 missing the foods in your home country ........ 1 2 3 4 afraid of going to schoo1 ............... 1 2 3 4 fee1ing that you do not understand what is being discussed, or what you are supposed to be doing in your regu1ar c1asses in school ........... 1 2 3 4 fee1ing you cannot enjoy yourse1f when you are with American students ................ 1 2 3 4 fee1ing 1one1y whi1e in schoo1 ............ 1 4 About how 1ong did you experience 40. During recess (or break) in the the fee1ing of not understanding schoo1 day, with whom do you what was going on in your regu1ar usua11y p1ay or ta1k? Check schoo1 c1asses? Check (/) one. (/) one. the first 2 weeks of the American friend(s) c1ass other fbreign friend(s) the first month of the c1ass the teacher . the first 3 months of _” é??2;§?2)and/or foreign the c1ass the first 6 months of -————— nobody the c1ass the first year of the c1ass ****** 41. 42. 43. 187 Which part of your parents' 1anguage do you fee1 you may be foregetting? Check (/) as many as needed. dai1y ta1king writing expressing yourse1f in speaking vocabu1ary reading and understanding 1istening and understanding Do you practice or study the 1anguage of your country regu1ar1y outside the schooT? (Do not count your dai1y conversations with your fami1y) yes ; no ——-—— —— If "yes", how often do you practice it after schoo1? Check (J) one. every day 2 times a week once a week once every 2 weeks 1ess than once a month 1111 44. 45. If you practice the 1anguage of your country regu1ar1y outside of schoo1, how do you do it? Check (/) as many as needed. with a tutor with friend(s) with father/mother with the regu1ar study group with brother/sister with sound tapes with books in the 1anguage of your country writing 1etters to friends in your country writing a journa1 other (write be1ow) About how much time do you spend at home doing your schoo1 work? Check (/) one. none about 15 minutes each day about 30 minutes each day about 1 hour each day Hill more than 1 hour each day 46. Key: CD'thLOU'm 0000.00 1.. When you have some questions about schoo1 assignments, to whom do you usua11y go for he1p? Circ1e a number according to the key be1ow. (If you do not have some of them, do not circ1e any number for them.) 1 2 3 4 a1ways sometimes se1dom never teachers ...... . 1 2 3 4 ESL teacher ..... 1 2 3 4 father or mother. . 1 2 3 4 brother or sister . 1 2 3 4 private tutor . . . . 1 2 3 4 American students . . 1 2 3 4 students from other countries ...... 1 2 3 4 teacher aide . . . . 1 3 sch001 tutor . . . . 1 someone e1se? (write who) 47. 48. List 3 assignments which are difficu1t for you. List 3 assignments which are easy for you. ****** 49. Key: 50. How often did you fee1 the f011ow- ing when you were told to 1eave the regu1ar c1ass in order to attend ESL c1ass? Circ1e a number according to the key be1ow. 1 2 3 4 often sometimes se1dom never fe1t very g1ad . . . . 1 2 3 4 afraid of missing something important . 1 fe1t embarrassed . . . 1 fe1t I was specia1 (Important) ...... 1 did not want to go . . 1 other fee1ings? (describe) 1 2 3 1 2 1 2 Do you ask teacher(s) what work you missed whi1e attending ESL c1ass? Check (/) one. yes sometimes no 51. 52. 53. 00 teachers te11 you what work you missed whi1e attending ESL c1ass without your asking them? Check (/) one. yes sometimes no About how much of the work that you missed whi1e attending ESL c1ass have you been t01d to make up by teacher(s)? Check (/) one. ______a11 ______ more than ha1f ______1ess than ha1f none Have you been ab1e to make up the missed work by yourse1f? Check (/) one. a1ways usua11y —_———-v se1dom never 189 54. 55. Check (/) a11 the c1asses that you do 995 want to miss in order to attend ESL c1ass mathematics (math) _____.science ______ Eng1ish socia1 studies physical education (gym) music art foreign 1anguage home making industria1 arts What are the reasons you do not want to miss the c1asses you have just checked in the above question? Check (/) as many as needed. I do we11 in it. I 1ike the teacher. * any other reasons? I 1earn important ski11s. The c1ass is fun. I can be with my friend(s) I can understand what is going on in c1ass My parents to1d me the c1ass is important. I 1ike the way the c1assroom 1ooks. I usua11y have more free time in it. (write be1ow) ****** 56. 57. 58. 59. 190 List 3 things you 1ike about your present schooI. List 3 things you dis1ike about your present schoo1. List 3 things you diinked about the schoo1 in your country. List 3 things you 1iked about the schoo1 in your country. Thank you fbr comp1eting these questions. Your Name: (Last) (First)' (Midd1e) Where you 1ive: You are a: boy_____5 gir1 Name of your country: Language spoken in your country: ********** QUESTIONNAIRE (1) Answer Sheet 1. yes_____5 no______ 9. _____‘yes 2. no (month) (year) “'— 3 not sure . (fibmber of months) 10. ______fbr gir1s on1y 4. yes _____5 HO______ ______fbr boys on1y 5. _____ for both boys and gir1$ (number of years) 6. Check (l) one. 1anguage of your country ______Eng1ish both 1anguage of your country and Eng1ish 7. Check (v0 one. 1anguage of your country Eng1ish both 1anguage of your country and Eng1ish 8. yes no. not sure ********** The key for the questions 11-37: O) C2) C3) yes!!! yes yes?/no? no no!!! Circ1e a number fer each question. 11. 1 2 3 4 5 12. 1 2 3 4 13. 1 2 '3 4 5 14. 1 2 3 4 5 15. 1 2 3 4 5 192 (The Key for the questions 11-37) 38. The key for the question 28 (a-j) G) ® ® @ C5) @= often (severa1 times a week) yes!!! yes yes?/no? no no!!! (2): sometimes (1ess than once a week) 16. 1 2 3 4 5 @= se1dom (1ess than once a month) 17. 1 2 3 4 5 @= never 18. 1 2 3 4 5 . Circ1e a number fOr each quest1on 19. 1 2 3 4 5 1281011- 20. 1 2 3 4 5 a- 1 2 3 4 21. 1 2 3 4 5 b- 1 2 3 4 22. 1 2 3 4 5 C- 1 2 3 4 23. 1 2 3 4 5 d- 1 2 3 4 24. 1 2 3 4 5 e. 1 2 3 4 25. 1 2 3 4 5 f 1 2 3 4 26. 1 2 3 4 5 9- 1 2 3 4 27. 1 2 3 4 5 h 1 2 3 4 28. 1 2 3 4 5 1 1 2 3 4 ' 29. 1 2 3 4 5 J'- 1 2 3 4 30. 1 2 3 4 5 39. Check (l) one. 31. 1 2 3 4 5 the first 2 weeks of the c1ass 32. 1 2 3 4 5 the first month of the c1ass 33. 1 2 3 4 5 , the first 3 months of the cTass 34. 1 2 3 4 5 the first 6 months of the c1ass 35. 1 2 3 4 5 . the f1rst year of the c1ass 36. 1 2 3 4 5 40. Check («0 one. 37° 1 2 3 4 5 American friend(s) ********** Other fOreign friend(s) the teacher American and/or foreign friend(s) nobody 193 41. Check (V) as many as needed. dai1y ta1king writing expressing yourse1f in speaking vocabu1ary reading and understanding 1istening and understanding 42. yes ; no 43. Check («0 one. every day twice a week once a week 1111 once every 2 weeks 1ess than once a month 44. Check (J) as many as needed. with a tutor with friend(s) with the regu1ar study group with brother/sister with sound tapes with books in the 1anguage of your country writing Ietters to friends in your country writing a journa1 other (write be1ow) Check (r) one. none about 15 minutes each day about 30 minutes each day about 1 hour each day more than 1 hour each day 45. 46. The key for the questions 35 (a-i) CD C2) 6) @ a1ways sometimes se1dom never a. 1 2 3 4 b. 1 2 4 c. 1 2 3 4 d. 1 2 3 4 e. 1 2 3 4 f. 1 2 3 4 9. 1 2 3 4 h. 1 2 3 4 i. 1 2 3 4 someone e1se? (write who) 1 2 3 1 2 3 1 2 3 194 47. List 3 difficu1t assignments. 48. List 3 easy assignments. 49. The key for the questions 39 (a-e) 0) ® ® @ often sometimes se1dom never a. 1 2 3 4 b. 1 2 3 4 c. 1 2 3 4 d. 1 2 3 4 e. 1 2 3 4 other fee1ings? (describe be1ow) 1 2 3 1 2 3 1 2 3 50. Check (l) one. yes * sometimes no w 51. 52. 53. 54. Check (I) one. yes sometimes no Check (/) one. ______a11 ______mere than ha1f ______1ess than ha1f none Check (V) one. a1ways usua11y se1dom never Check (V) as many as needed. ______mathemtatics (math) science ______Eng1ish socia1 studies physica1 education (gym) music art (The next 3 are for midd1e schoo1 students.) foreign 1anguage home making industria1 arts 55. Check as many as needed. I do we11 in it. I 1ike the teacher. I 1earn important ski11s. The cTass is fun. I can understand what is going on in c1ass. My father/mother to1d me the c1ass is important I 1ike the way the c1assroom 1ooks. ' I usua11y have more free time in it. any other reasons? (write be1ow) 195 56. List 3 things you 1ike about the present schoo1. 57. List 3 things you dislike about present schoo1. 58. List 3 things you dis1iked about the schoo1 in your country. 59. List 3 things you 1ike about the schoo1 in your country. Thank you for comp1eting the questions. 196 QUESTIONNAIRE (II) Your Name: (Last) (First) (Midd1e) Current Loca1 Address: Date of Birth: Sex: Ma1e ; Fema1e Home Country: Re1igion: Native Language: ***'k**~k** 1. Are you a student at Michigan State University?... Yes ; No a. If yes, what is your major fie1d of study?... b. What degree are you pursuing? ................ BA/BS MA/MS Ph.D. Specialist non degree c. 00 you p1an to return to your country after your study in the United States? Yes ; No ; uncertain d. If you are not returning, do you p1an to stay in the United States? ........... Yes ; No ; uncertain ********* 2. How many chi1dren do you have? ............... boys ; gir1$ a. How 01d is each of your chi1dren? b. 00 you wish your chi1dren to attend an American university or co11ege, if possib1e? ............................ Yes ; N0_____3 not SUF€_____ ********* 3. Has your Spouse (husband or wife) attended coI1ege?....Yes ; No ********* 197 How important is it to you that your chi1d be ab1e to successfu11y pass the norma1 grade im ortant 1eve1 with respect to his/her age after -——-—- p a very important b returning to your country? Check (V) one. c. s1ight1y important d not important 00 you anticipate that your chi1d wi11 experience significant difficu1t1y in keeping up with his/her norma1 grade 1eve1 courses after returning to your a. definite1y yes b country? Check (/) one. c. genera11y no d . genera11y yes . definite1y no What kind of prob1ems do you fee1 your chi1d may have when he/she returns to a schoo1 in your home country? Circ1e a number according to the key be1ow. Key: C) C) probab1y yes not certain probab1y no wi11 be deficient in native 1anguage ski11s . . 0 1 2 3 wi11 have missed a significant amount of course content covered in c1asses in home country because the sequence of course content in American schoo1s is different ........... 1 2 3 c. wi11 have missed a significant amount of course content in the schoo1 here because of deficient Eng1ish ski11s .................. 1 2 3 d. wi11 have difficu1ty in becoming re-oriented to the native environment .............. 1 2 3 e. wi11 have difficu1ty in adjusting to the more rigorous academic competition at home . . . . . . 1 2 3 f. other probab1e prob1ems (specify) If you fee1 your chi1d may have prob1ems, how do you p1an to minimize them? Check as many as needed. a. private tutor is now he1ping with textbooks used in home country. b. fami1y member is now he1ping with textbooks used in home country. ‘ c. the chde studies with textbooks used in home country. upon our return, we p1an to hire a tutor. e. no p1an f. other 10. Do you expect your child to keep up with basic skil1s in your native language while staying in this country? Check (J) one. ______a. definite1y yes _____ b. genera11y yes c. generally no ______ d. definitely no Which parts of your native language do you feel your Child may be forgetting? Check as many as needed. a. reading . grammar . writing b c d. vocabu1ary e. dai1y conversation f . expressing thoughts orally 9. listening and understanding h. non-verbal behaviors apprOpriate to native 1anguage expressions How do you plan to he1p your child keep up with the basic skills in your native language? Check as many as needed. a. try to use native language at home b. tutor by family members c. hire a private tutor d. enroll in a private group lesson e. use printed materials in native language f. use sound tapes in native language 9. count on tutoring at the present school h. none (continued) 198 i. other (specify) 11. ***** Which objectives do you think should be more emphasized in the special English class for foreign chi1dren? Circ1e a number according to the key below. Key: @= most emphasis (Z = moderate emphasis é3= slight emphasis no emphasis a. grammar ........ 1 b. dai1y conversation . . 1 O 3&0“th 1 . writing' . ...... 1 . vocabulary . . . . . . 1 l 1 . reading comprehension. . speaking (expressing thoughts ....... listening comprehension NNNNN . teaching different cultures of the world. 1 2 . teaching the American TV) cu1ture ........ 1 . giving extra help for regular class work . . 1 2 . helping them adjust to the school environment . . . . . l 2 . other (specify) cow 0000000000 4) bbhb§ ****** 199 12. How important (or relevant) do 14. Check the areas of school program you think each of the following of which you wish to be better programs is, as offered current1y informed. by the school dTStrict? a. mathematics curriculum.... ______ Key: = very important b. English curricu1um ........ ______ : 5T135113timportant c. science curriculum ........ ______ = I don't know d. social studies curricu1um. _____ a. English ...... 1 2 3 4 e. art curriculum ............ ______ .. -- 1 2 3 4 1' $332.23:21:11:33.2.21...___ c. mathematics . . . . 1 2 3 4 9. physical education d. science ...... 1 2 3 4 curriculum ................ ______ e. art ...... l 2 3 4 h. music curriculum .......... ______ f. music . . ..... 1 2 3 4 i. grading methods ........... ______ 9. physical education. 1 2 3 4 j. discip1ine methods and h. English for foreign procedures ................ _____ students ..... 1 2 3 4 k. teacher expectation of student behaviors ......... ______ (The next 4 items are for the 1. teacher expectation of parents of middle school students) student academic i. home making . . . . l 2 3 4 performances .............. j. industria1 arts . . 1 2 3 4 m. classroom arrangements . and their respective k' fOreign language. ' 1 2 3 4 functions ................. 1. after-school sports programs . . 1 2 3 4 (The next 4 items apply to middle ****** school parents.) 13. Concerning work missed whi1e n. ::::1g313;nguage attending specia1 English """"""""""" -————- c1ass fbr foreign children, 0. home making curricu1um.... about how much of it do you . . th1nk your child should make p. 233:?EE}Z; arts up in class and/or as home- """""""""" work? Check (/) one. q. after-school extracurricular a all programs .................. ****** b. more than half c. less than half d. none ****** 15. 200 ********** How important do you think each of the following school objectives is for foreign children of ages 6 to 13 who study in American public schools? Using the key below, circle a number for each item. Key: <:) (:> C) GD very important slightly not important important important 8. Citizenship (to promote knowledge, attitudes and behaviors necessary to become a cooperative member of the American society.) ................. 1 2 3 4 b. Worthy use of leisure (to encourage appreciation of and participation in various fields of fine arts and physical cu1ture, etc.) ................ 1 2 3 4 c. Command of fundamental skills and information (i.e., reading, writing, computation, etc.) ........ 1 2 3 4 d. The English language (to help gain competencies in,). . . . 1 2 3 4 e. Health (to promote physical fitness and development, and sound health habits) .................. 1 2 3 4 f. Cu1tura1 identity (to promote understanding of one's own cultural heritage) ................... 1 2 3 4 9. Vocational awareness (to foster awareness of occupations and of necessary preparation for them) .......... l 2 3 4 h. Worthy home membership (to promote attitudes and behaviors necessary to become a cooperative member of one's own family) ................... 1 i. The native language (to help retain competencies in,) . . . 1 j. Ethical character (to foster attitudes and behaviors which strengthen the worth and dignity of every individual) . . . l 2 3 4 k. Multi-cultural education (to promote knowledge, attitudes and behaviors necessary to become a c00perative member of the world community) .................. 1 2 3 4 List other goals you think the school should try to help your child achieve. 201 ********** l6. Concerning values of foreign children attending American public schools, how advantageous do you think each of the following experiences would be to your children's long ragge educationa1 processes? Using the key below, circle a number for each item. Key: 0) ® @ GD - C5) great some slight no not advantage advantage advantage advantage sure a. being exposed to cultures other than their own. . . . 1 2 3 4 5 b. interrupting continuity of native language instruction in the native schools .......... 1 2 3 4 5 c. acquiring the English language ........... 1 2 d. learning to adjust or function in environments which are different from their own ............. l 2 3 4 5 e. interrupting continuity of basic education in the . native country .................... l 2 3 4 5 f. becoming more aware of the existence of values which are different from their own ......... 1 2 3 4 g. broadening the range of human contacts ....... l 2 3 h. becoming able to distinguish the behaviors con- sistent with the native cultural norms from those consistent with other cultural norms ..... l 2 3 4 5 i. developing a sense of tolerance toward different norms and standards of behavior ........... l 2 3 4 j. becoming clearer about their own cultural heritage. . l 2 3 4 5 k. develOping critical attitudes towards values of others as well as their own ............. l 2 3 4 5 1. becoming critical of the native norms and standards of behavior ..................... 1 2 3 4 5 m. behaving in a manner inconsistent with the norms and standards of the native culture and/or religion . l 2 3 4 5 n. learning the concepts and skills which may not be immediately applicable to the current native environments .................... 1 2 3 4 5 Please list other advantages and disadvantages, if any. Advantages: Disadvantages: 202 ********** 17. Since you came to this country, did you or members of your family experi- ence any of the following fbr a prolonged period (several times a week for over three months)? Check as many as needed on appropriate columns. 18. Experiences your school-age Child(ren) your spouse 7 E @Q afraid of going out without his/her fami1y. . bt afraid of being spoken to in English ...... _c. not being able to relax in the company ' of Americans ................. .d. wanting to go back to the home country e. uncomfortable to speak other than to his/her fami1y ..................... f. missing friends back in the home country .9. missing the foods in the home country ..... h. uncomfortable to accept invitations by Americans ................. i. felt anxiety about attending classes ..... j. uncomfortable to speak English ........ k. fe1t confined to the apartment ........ 1. uncomfortable to answer telephone calls . . . . *******A** Using the key below, do you agree or disagree with each of statements? Circle 8 number for each item. Key: C) strongly agree mildly strongly agree disagree disagree a. If possible, native language should be used to help chi1d's understanding of class work . . . 1 b. Elementary and middle school programs should be the same for both girls and boys ....... l c. The course objectives fbr the children who need to attend specia1 English class should not be identical with those for children of Engish speaking background ............... l d. As a rule, fbreign children should be placed in the regular c1assrooms as much as possible . . 1 e. (the parents of middle school students only) Special English class fbr fbreign children should be treated as a regularly scheduled e1ective course such as music, art, etc. . . . . 1 the following 19. 20. 21. 22. ****** With whom do you discuss your child's education in the United States? Check as many as needed. a. child's teacher(s) b. native friend(s) c. other foreign friends d . MSU foreign student advisor e. American friend(s) f. MSU faculty member(s) g. principal and/or assistant principal Did you attend school orientation meeting for foreign parents last September? Yes; No Do you and/or your spouse always attend your child's school conference? Yes; No If you do not always attend school conferences, what are the reasons you and/or your Spouse do not attend? Check all relevant reasons. a. not aware of the conference being held b. too busy with the university study c. inconvenient conference time d. transportation difficu1ty e. nobody to take care of children at home f. communication difficulty 9. feel out of place h. conference is not usually informative or useful 203 22. 23. 24. continued i. other (specify) In which of the following school programs would you be willing to assist with? Check as many as needed. a. teaching about my country b. carniva1, festiva1, etc. c. tutoring on native language d. help recruit other parent volunteers from my country e. none f. other (Specify) How often do you or your spouse help with your child's school work? Check one. a. frequently (more than once a week) b. sometimes (more than once a month) c. seldom (less than once every two months) d. never ****** 25. 204 Using the key below, answer each of the following questions by circ1ing a number. Key: C) C) (3 GD definite1y generally not generally definite1y yes yes sure no no a) . Do you feel comfortable in bringing up your concerns about your child's schooling at conferences? ................... 1 2 3 4 5 b. Whenever you have some concerns about your child's schooling, are you willing to call or visit school to let the teacher or principal know them? .................... 1 2 3 4 5 c. Were you we11-informed of the school program your child would attend before your family left your country? ................ 1 2 3 4 5 d. Would more information on your child's education in the United States have influenced your decision to bring your family with you? ..... 1 2 3 4 5 e. Have you experienced a serious concern about your child behaving in a manner contrary to the norms and standards of your culture and/ or religion? ................... 1 2 3 4 5 f. If requested in advance, would it be possible to send or bring a copy of your child's previous school record (from home country) when she/he is enrolled in school here? ........... l 2 3 4 5 g. If requested in advance, would it be possible to send or bring a set of textbooks used in your child's school in home country? ....... 1 2 3 4 5 h. If requested in advance, would it be possible to send or bring a curriculum description from your child's school in home country? ....... l 2 3 4 5 i. Is school orientation helpful for foreign parents to understand the school program? . . . . 1 2 3 4 5 j. Should attendance at school orientation meeting be required of parents of foreign chi1dren. . . . 1 2 3 4 5 k. Would school orientation just for foreign children be necessary before they enroll in schools here? ........ . ......... 1 2 3 4 5 ********** 26. 27. 205 Concerning the responsibility of providing education fbr foreign children in American public schools, each of the following tasks should be primarily the responsibility of: Key: g—un. .... 1. the parents 2. your home government 3. the university which the parent(s) of children attend 4. other Sponsoring agencies 5. local school district (financed primarily by the local and state Support) 6. the U.S. government 7 I am not Sure (write a number here) determining the curricular needs and objectives for foreign children . ., ................. providing the special curricular guidelines to classroom teachers . ............... providing the regular public school instruction providing special English instruction for foreign children . ................. . providing the cost of special English instruction (teachers and materials) . . . providing native language instruction ...... providing the cost of native language instruction teaching academic subjects in the child's native language . . . .................... providing the cost of teaching academic subjects in the child's native language ............ recruiting native language teachers, tutors, and aides . providing the cost of special instruction materia1s providing orientation prior to or just after enrollment. providing re-entry orientation prior to departure for home countries . . . . . . ..... . . . . . . . . . . providing information on chi1d's linguistic, cultural and educational backgrounds to their teachers prior to or just after enrollment . ....... ********** What other concerns do you have that are not covered adequately in this questionnaire? 28. What kind of social values do you think sould be stressed in schools for all children? 29. What do you perceive to be the most valuable educational experiences all children receive in schools? 30. What do you dislike about East Lansing schools? f 31. What do you like about East Lansing schools? 32. Other comments: (Please use the back of thiquuestionnaire, if more space is needed) Thank you. 207 QUESTIONNAIRE (III) Your Name: (Last) (First) (Middle) Age: Sex: Male ; Female Country of Citizenship: Religion: Your Occupational Position: Number of Years at the Present Position: 208 1. Do you anticipate that children from your country will experience significant difficulty in keeping up with their normal grade level courses after returning to schools in their country? Check (J) one. definite1y yes generally no a b. genera11y yes c d definitely no 2. What kind of problems do you anticipate those children may have when they return to schools in their country? Circle 8 number according to the key below. Key: CD (2) probably yes not certain probably no will be deficient in native language skills . . . . . . . 1 2 3 b. will have missed significant course content while away due to the different sequencing of course content used in schools here and at home . . ............. l 2 3 c. will have missed a significant amount of course content in the schools here due to deficient English Skills . . . l 2 3 d. will have difficulty in becoming re-oriented to the native environment ............... . . . . l 2 3 e. will have difficulty in adjusting to the more rigorous academic competition at home .............. l 2 3 f. other probable prob1ems (specify) 3. Please list your suggestions which may help minimize those problems of returning chi1dren. (Please use the back of this questionnaire if more space is needed) 209 How important do you think each of the following school objectives is for foreign children of ages 6 to 13 who study in American public schools? Using the key below, circle a number for each item. Key: C) C) C) (3 very important slightly not important important important a. Citizenship (to promote knowledge, attitudes and behaviors necessary to become a cooperative member of the American society) .............. . . 1 2 3 4 b. Worthy use of leisure (to encourage appreciation of and participation in various fields of fine arts and physical cu1ture, etc.) ................. 1 2 3 4 c. Command of fundamental skills and information (i.e., reading, writing, computation, etc.) .......... l d. The English language (to help gain comptencies in,). . . l e. Health (to promote physical fitness and development, and sound health habits) ................ l 2 3 4 f. Cultural identity (to promote understanding of one' s own cultural heritage) ................. 1 2 3 4 g. Vocational awareness (to foster awareness of occupa- tions and of necessary preparation for them) ...... l 2 3 4 h. Worthy home membership (to promote attitudes and behaviors necessary to become a cooperative member of one's own family) .................. 1 i. The native language (to help retain competencies in,). . l 2 3 4 j. Ethical character (to foster attitudes and behaviors which enhance the worth and dignity of the individual) . l 2 3 4 k. Multi-cultural education (to promote knowledge, attitudes and behaviors necessary to become a cooperative member of the world community) ....... l 2 3 4 List other goals you think the school should try to help children achieve. 210 ****** Concerning values of foreign children attending American public schools, how advantageous do you think each of the fellowing experiences would be to their longgrange educational processes? Using the key below, circle a number for each item. Key: (:1 C) C) (3’ C) great some slight no not advantage advantage advantage advantage sure Being exposed to cultures other than their own . . . l 2 3 4 5 interrupting continuity of native language instruc- tion in the native schools ............. 1 acquiring the English language ........... 1 learning to adjust or function in environments which are different from their own ......... 1 2 3 4 5 e. interrupting continuity of basic education in the native country ................... l 2 3 4 5 f. becoming more aware of the existence of values which are different from their own ......... 1 2 3 4 g. broadening the range of human contacts ....... l 2 3 4 h. becoming able to distinguish the behaviors consistent with the native cultural norms from those consistent with other cultural norms ..... l 2 3 4 5 i. developing a sense of tolerence toward different norms and standards of behavior .......... 1 2 3 4 becoming clearer about their own cultural heritage . l 2 3 4 develOping critical attitudes toward values of others as well as their own ............ 1 2 3 4 5 1. becoming critical of the native norms and standards of behavior .................... 1 2 3 4 5 m. behaving in a manner inconsistent with the norms and standards of the native culture ........ l 2 3 4 5 n. learning the concepts and Skills which may not be immediately applicable to the current native environments .................... l 2 3 4 5 Please list other advantages and disadvantages, if any. Advantages: Disadvantages: _(Please use the back of this questionnaire, if more space is needed.) *gll'k'k Concerning the responsibility of providing education for foreign children in American public schools, each of the fellowing tasks should be primarily the Key: Ito-hm responsibility of: the parents your home government the university which the parent(s) of children attend other sponsoring agencies local school district (financed primarily by the local and state support) the U.S. government I am not sure 01-45de \JO‘ (Using the key above, write a number here) determining the curricular needs and objectives for foreign children .................. providing the Special curricular guidelines to classroom teachers ................. providing the regular public school instruction . providing special English instruction for foreign chi1dren .................. providing the cost of special English instruction. . providing native language instruction ....... providng the cost of native language instruction . . teaching academic subjects in the child's native language .................. providing the cost of teaching academic subjects in the child's native language ........... recruiting native language teachers, tutors, and aides ..................... providing the cost of special instructional naterials ........... . ......... providing orientation prior to or just after enrollment .................. providing re-entry orientation prior to departure for home countries ........ . ........ providing information on chi1d's linguistic, cultural, and educational backgrounds to their teachers prior to or just after enrollment ..... 212 7. Please list the strengths and weaknesses of the American educational system compared with the educational system of your country. Strengths: Weaknesses: 8. List your suggestions fbr helping children to maintain the norms and values of your home culture. 9. What changes would you like to see in American public schools for the benefit of foreign children? 213 10. What kind of social values do you think should be stressed in schools for the benefit of all children? 11. What do you perceive to be the most valuable educational experiences all children receive in schools? 12. Other comments: (Please use the back of this questionnaire, if more Space is needed.) Thank you fbr your cooperation. 214 EAST LANSING PUBLIC SCHOOLS W. ROBERT DOCKlNG 509 Burcham Drive East Lansing, Michigan 48823 Superintendent Telephone: Area 517 337-1781 April 16 . 1979 Dear Parents: The enclosed questionnaire concerned with educational needs of foreign children attending American public elementary and middle schools is part of a dissertation project supported by the East Lansing Public Schools and the Office for the Advisor to Foreign Students and Faculty at Michigan State University. This project's concern is to examine relevancy of the present curriculum and to find out whether there exists any special educational need for foreign children. The results of this study may help foreign parents , school administrators, and teachers in their effort to provide the best possible education for all children. Above all, as a result, foreign children's educationa1 gains may be maximized. Your response will be particularly desired because your knowledge and experiences in the situations of studying abroad will contribute significantly toward finding ways to make education relevant for all foreign children. It will be appreciated if you will complete the questionnaire prior to April 30, 1979, and return it in the stamped envelope enclosed. Other phases of this research cannot be carried out until analysis of the questionnaire data is completed. I would welcome any comments you may have concerning the questionnaire. I will be pleased to send you a summary of the questionnaire results at your request. Thank you for your cooperation. OQQAWJ. 8:: WANNA Dr. W. Robert Docking Kg zu Thornton Superintendent Researcher East Lansing Public School/s Dr. Augbst G. Benson Foreign Student Advisor Michigan State University P.S. There are two other sets of questionnaires which are part of this project. One set is addressed to the education attache’ in the various embassies in Washington, D. C . and another set to the foreign children of grades four through eight who are enrolled in East Lansing .Public Schools . If you are interested in seeing them, please contact me at this number, 332-2853. 215 EAST LANSING PUBLjIC SCHOOLS 509 Burcham Drive East Lansing, Michigan 48823 To: The parents of 4th through 8th grade students: In order to administer a questionnaire to your children in school, I need your permission. If you agree that your child may answer one of my questionnaires, please read and sign the consent form printed on the enclosed,stamped postcard and return it as soon as possible (no later than April 20, 1979). If you do not consent to your child(ren) answering a questionnaire, please sign that you do not consent, and return the card as soon as possible. Thank you for your consideration of this request. Kazuko Thornton (Enclosed) RESEARCH CONSENT FORM 1. I have free1y given permission for my child to respond to the questionnaire to be administered by Mrs. Kazuko Thornton. 2. The study has been explained to me and I understand the explanation that has been given. 3. I understand that my child is not forced to respond to any questions if he/she so desires, without penalty. 4. I understand that my child will remain anonymous. 5. I understand that my child's participation in the study does not guarantee any beneficial results to me and/or my child. I consent: signed I do not consent: signed Date: 216 MICHIGAN STATE UNIVERSITY OFFICE or me DEAN OF INTERNATIONAL STUDIES AND PROGRAMS EAST LANSING . MICHIGAN . 4882, April 15, 1979 [Addressed to Specific Embassy Personne1] The enclosed questionnaire concerned with educational needs of foreign children attending American public elementary and middle schools is part of a dissertation project supported by the Office of the Advisor to Foreign Students and Faculty at Michigan State University and the East Lansing Public School District. This projeCt's concern is to examine re1- evancy of the present curriculum and to find out whether there exist any special educa- tional needs for foreign children. The results of this study may help foreign parents, school administrators, and teachers in their effort to provide the best possible education for all children. Above all, as a result, foreign children's educational gains may be maximized. Your response will be particularly desired because your knowledge and experience in the situations of studying abroad will contribute significantly toward finding ways to make education relevant for all foreign children. It will be appreciated if you will complete the questionnaire prior to April 30, 1979, and return it in the stamped envelope enclosed. Other phases of this research cannot be carried out until analysis of the questionnaire data is completed. I would welcome any comments you may have concerning the questionnaire. I will be pleased to send you a summary of the questionnaire results at your request. Thank you for your cooperation. Sincerely yours, Kdzfifi332N4és~ LZ%OO¢.ZI£?22/ <::3Leutu4qr1fig?<::E§;«Ni4rz__, Thornton Dr. Augubt G. Benson ' Foreign Student Advisor Michigan State University Dr. Ro ert W. Doc i g Superintendent East Lansing Public Schools P.S. For your information, I hav enclosed two sets of questionnaires addressed to foreign children of ages 9 to 13 (Set I) and foreign parents of all elementary and middle school children in East Lansing Schools (Set II). Please do not complete them. I thought you may be interested in seeing the kind of information I am seeking. Enclosures 217 MICHIGAN STATE UNIVERSITY OFFICE or THE DEAN or INTERNATIONAL STUDIES AND PROGRAMS EAST LANSING . moms“ . 4882, May 3, 1979 [Addressed to Specific Embassy Personne1] Dear A questionnaire concerned with education of foreign children attending American public elementary and middle school was sent to you with a cover letter dated April 16, 1979. To date I have not received a reply from you. I would like to emphasize again how much your response is desired and appreciated. Your personal experiences and insights into the international living and lasting will contribute significantly toward finding ways to make education more meaningful for all foreign children. The data gathered will be tabulated in such a way that any single respondent's opinions will not be identified with his or her country. Rather, they will be merged with others to represent opinions of a group of countries. Further, each respondent's anonymity will be strictly guarded. Please complete the questionnaire (III- yellow booklet) as soon as possible and return it in the stamped envelope enclosed with the earlier letter. In case you have misplaced the questionnaire, please return the self addressed card requesting another copy. Thank you for your cooperation. JIa/lu/b’ 26W 04:24:44 2% 6244211.: Kézqyb Thornton Dr. Adgdst G. Benson Researcher Advisor to Foreign Students @1139 Michigan State University Dr. Robert W. Docking7 Superintendent East Lansing Public Schools . 218 Please send me another copy of the questionnaire. address: [4 U.S. Domestic Ran: MRS. KAZUKO THORNTON 437 Highland Ave. East Lansing, Michigan 48823 if; USPS 1978 APPENDIX 8 OTHER CORRESPONDENCES 219 220 MICHIGAN STATE UNIVERSITY INSTITUTE FOR INTERNATIONAL STUDIES IN EDUCATION EAST LANSING . MICHIGAN O 48824 mLLEGE OF EDUCATION CABLEGRAM ADDRESS: MSUWORLD August 9, 1978 TO WHOM IT MAY CONCERN: Ms. Kazuko Heslep Thornton is a doctoral candidate working under my direction. She is preparing to conduct a study of the wants and needs of foreign children in selected elementary and secondary schools in East Lansing. A concern will be to determine whether the present curricu1a is appropriate for their peculiar situations. The study has been approved by her doctoral committee, which I chair, and she is making contacts with the appropriate public school and university personne1, also Cultural Affairs officers, who would be concerned with the type and content of the proposed study. I would appreciate any kindnesses and courtesies which you may extend. I believe that the research is valuable and could provide important information to the teachers, administrators and the parents of these foreign children. Cordially, Alma “1x “' David K. Heenan, Professor and Associate Director DKflzbr 221 February 22, 1979 TO: Superintendents of selected public school systems in the United States. I am.a teacher employed by the East Lansing Public School System who is currently on a leave of absence to conduct a research study concerning the curricular needs of foreign children in American public elementary and middle schools. This study is a part of my Ph. D. program requirements at Michigan State University. In view of the scarcity of published research directly relating to the area under consideration, I am considering inclusion of brief descriptions of existing school programs in the country which accommodate a sizable number of foreign children. I am writing to you to ask for assistance. Of course, this request is based on the assumption that your district may include schools with similar student population ratio as some of the East Lansing schools due to the major university in the area where a considerable number of foreign students are enrolled and some of them have brought their families with them. I will appreciate your providing me with pertinent information as well as permission to cite some of them in my dissertation. The Specific informa- tion I am looking for includes: 1. a curriculum brief along with educational objectives. 2. program description (management, budget, personnel, scheduling, etc.). 3. assessment instruments and/or procedures for student placement and evaluation. 4. ratio of student population. 5. a description of procedures prior to setting up the current program. 6. a description of the overall current situation if 2) and 5) above are not available. I will also appreciate your sharing some of your concerns, questions, difficulties, etc. in regard to education of foreign children in American public schools. In addition, inclusion of information on any other existing program you are aware of, as well as any references that may be useful will be welcome. The results of this study will be, of course, available to you upon request. Sincerely yours, (Mrs .) Kazuko Thorn ton 437 Highland Avenue East Lansing, Michigan 48823 Telephone: (517) 332-2853 222 To: Classroom Teachers at Spartan Village School From: Kazuko Thornton subject: Foreign Students Enrollment Date: march 20, 1979 my research concerning curricular needs of foreign children in American public schools has been progressing well thanks to the great support and encouragement from the staff members of East Lansing Schools. Before administering the questionnaire, I need the information included in the table below. I will appreciate your identifying each foreign child in your class and completing the table. Student's name Home Country Native Language Grade APPENDIX C A SEMI-STRUCTURED INTERVIEW GUIDE (PILOT STUDY) 223 224 A Semi-Structured Interview Guide (Pilot Study) After a short period for getting acquainted with each interviewee (introduction, explanation about the study, obtaining interview consent and permission to record the interview), the following questions were addressed to seven parents from Mexico, Saudi Arabia, Iran, Jordan, Nigeria, Indonesia and Egypt. Order of questions was altered, some questions were deleted and additional ones were included depending on the previous responses and comments of the interviewees. A. Curricula I. Are you familiar with the course content of each subject area your child is learning? (No, Yes)--To what extent? What would you like to be informed more of? . Which subject areas do you consider: Relevant? Important? Irrelevant? Difficult? Easy for your children? -- Why? How? . Do you wish the school to offer additional subjects? -- What? Why? . Do you wish the school would omit certain required subjects or part of them? -- What? Why? . Do you anticipate any difficulty for your child in doing well with the native school work when you return to your country? (Yes, No) -- Why? . Do you think the ESL program is important to your child? -- Why? -- What English skills do you wish your child to acquire most? -- Have you heard about the pull-out system? (No - explain) -- Do you like the system? -- Why? (No - Do you have any alternative suggestions?) B. Instructional Methods 1. Have you ever heard from your child(ren) about how various classes are conducted? Yes - What?; No - Do you have any idea about it? What do you think of it? 2. Do you consider group activities important? -- Why? 3. Have you heard about individualized lessons? (No - explain) -- Do you think it is a good way to teach? -- Why? 4. How long does your child study at home after school? Amount of homework - adequate? too little? too much? --Why? 5. 225 Have you ever heard from your child about any difficulty he has in classrooms? (Yes) - What?, Have you done anything about it? (Yes) - What? How do you think your child could be helped? C. Others I. 2 3. 4 Do you understand your child's report card? (No) - What? Do you like the format? (No) - Why? . Do you attend the school conferences? (No) - Why? Do you think your child is getting along well with his class- mates and teachers? . Were you well informed about the East Lansing schools before you left your country? (Yes) - By whom? (No) - Would you have liked to know about the schools here before you came to this country? -- Why? . What do you like about your child's school in East Lansing? -- Why? . Do you have any concerns or comments to add? What do you dislike about it? -- Why? APPENDIX D SUPPLEMENTARY INFORMATION ON THE POPULATION SURVEYED 226 227 Table D.Cl Nations Represented by the Parent Sample Nations 38 96 Brazil 11 12.5 Iran 10 11.4 Indonesia, Saudi Arabia, Taiwan. (3) 5x3 5 ea. 5.7 Egypt, Israel, Korea (3) 4x2 3 ea. 4.5 Japan, Nigeria (2) 3x2 3 ea. 3.5 Colombia, Finland, India, Iraq, Kuwait, Libya (6) 2x6 2 ea. 2.3 Afghanistan, Argentina, Bangladesh, Bolivia, Chile, Costa Rica, Dom. Rep., Ethiopia, France, Greece, Guatemala, Jamaica, malaysia, Mexico, Norway, Peru, Philippines, Sudan, venezuela, Turkey, China (21) 1x21 1.1 Missing case 1 88 228 Table D.02 Summary Description of the QII-P Sample N 36 Total Subjects: Parent Group N c 88 Sex: hale 70 7905 Female 16 18.2 No information 2 2.3 Age by Groups: . 30 and younger 3 3.4 31-35 33 37.4 36-40 28 31.9 41-45 15 17.1 46 and older 2 2.2 No information 7 7.9 Religion: No preference 10 11.4 Buddhism. 6 6.8 Catholicism. 22 25.0 Hinduism. 1 - 1.1 Islam 31 35.23 Judaism 2 205 Protestantism 9 10.2 Greek Orthodox 2 2.3 No information 5 5.7 Degrees Pursued: N - 74 BA - BS 1 1.3 EA "' IE 14 1809 Ph.D 55 71.5 Nan-degree 3 4.0 No information 3 4.0 Intent to Return to Home Countries: Yes 63 73.9 NO 5 507 Net certafln 14 15.9 No information. 4 4.5 QIII-E: 229 Notes for "Participation" column: *Questionnaire completed and returned LIST OF COUNTRIES **Card requesting another copy of QIII returned ***Letters of various contents sent -No return communication D - - - Countries gzigggi countries _::::::i Countries 52:?iCi Afghanistan - Honduras ‘* Philippines * Argentina * India - Qatar 4 -- algeria - Indonesia * Saudi Arabia * Australia ‘* Iran - Sierra Leone * Arab Rep. - Iraq ** Singapore *- of Egypt * Ireland * Rap. of 8. 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SocialStudies .....ooocooocoo8 ll 19 3. 30191109.................oo2 ll 15 4.Music......ooo.o.o..ooooo5 2 7 5.1«Iath....................3 2 5 6Arto 1 1 7.3tud3tin3 ..................1 o 1 EasxAssigypggg: 1.I~1ath ....................20 19 39 2. English...................2 6 26 a)spelling .................7 1 b)reading..................5 2 c)ha.ndwriting................2 O d)story...................1 o 3.Socia18tudies ......o....o...5 5 10 4. Science...................5 7 10 5.G3’m..........oo.........6 1 7 5cm.....................3 2 5 7oM‘uSiC.....ooooooooooooooo1 4 5 8. ESL.....................l 2 3 9. French ...................O 1 l 245 Table E.12 "Likes" and "Dislikes" About the Present School N N (24) (26) Elem. Middle Total 1. Subject Areas (36) a)gym . o o o o o o o o . o o o o o o o o o o . 10 4 l4 b)music . . . . . . . . . . . . . . . . . . . . 4 0 4 c)art o o . . . o . o o o . o . o o o o . . . . 3 1 4 d)science . . . . . . . . . . . . . . . . . . . 2 0 2 e)English (4) o o o o o o o o o o o o o o . o . 1 O ESL o o o o o o o o o o o o o o o o o o o o 1 0 spelling . o o o o o o o o o o o o o o o o o l 0 reading . . . . . . . . . . . . . . . . . . 1 0 f)social studies . o o o o o o o o o o o o o o 0 l 1 g)math . . . . . . . . . . . . . . . . . . . . l O l h)classes in general . . . . . . . . . . . . . 3 2 5 i)1earn a lot . . . . . . . . . . . . . . . . . O 1 1 2. Other Program (22) o o . o o o o o o o o o o o a)1unch period . . . . . . . . . . . . . . . . 6 4 10 b)recess (free time) . . o o o o o o o o o o o 5 0 5 c)variety in school activities . . . . . . . . l 3 4 d)field trip . . . . . . . . . . . . . . . . .. 2 o 2 e)activity nights 0 o o o o o o o o o o o o o o 0 1 l 3. Physical Facilities, etc. (14) . . . . . . . . a)school is big . . . . . . . . . . . . . . . . 1 2 3 b)school is close to home . . . . . . . . . . . 2 O 2 o)TV in school . . . . . . . . . . . . . . . . l 0 1 d)8Wimming pool . . . . . . . o . . . . . . . . O 4 4 e)auditor1um . . . . . . . . . . . . . . . . . o 2 2 f)good school equipment . . . . . . . . . . . . O 2 2 4o AffGCtive (300131) (50) o o o o o o o o o o o o a)be1ng able to get ahead in class . . . . . . o .2 2 b)close relationship between teachers and StUdentS o o o o o o o o o o o o o o o o 0 2 2 Table E.12 (cont.) 5. c)some teachers . o o d)friends o o o o o e)kindness of people f)it's fun Others (6) a)teacher not strict b)method of teaching c)no uniforms o o o o d)free lunch c)long summer vacation f)everything "Dislikes" l. 2. Subject Area (18) o o a)En31ish o o o o o o spelling o o o o o handwriting o o o b)avm . 246 swimming class 0 o o o o c)social studies 0 o d)math . o o o o o o e)music o o o o o o f)art........ g)science . o . o o o Other Program (13) o a)recess b)emergency drill . o c)lunoh in the cafeteria (lunch line-2, short lunch d)project business (career ed) e)not enough soccer played time-2.1) Elem 12 O I—‘l—‘OOOO CAD-#D-‘NOI-‘HNO I-’ Middle 14 10 C) C) P1 e1 s: F4 l—‘OOOF’F‘OOON Total 26 18 F4 P‘ ea F‘ F1 F’ HN-hl—‘W ...—l 247 Table 3.12 (ccnt.) Elem 3. 5. Physical Facilities, etc. (3) a)school is too small . . . . . . . . o b)school is too far to walk . . . . . Affective (social) (50) a)sone students (27) o o . c o o o o 0 bad behaviors of some c1assmates . . other kids laugh at me . . . . . . students who pick on me o . o o o 0 other kids calling me names . . . . popular girls and boys are mean . . students out in 1unchline . . . . . b)discipline related (5) filings broken by students . . . . . students fighting o o o o o o o o 0 rules not followed . . . . . . . . . badwordsused........... c)during the school bus ride some kids always misbehave . . . . . . . . o o d)l don't like to stay with little kids in the same classroom almost all day (5th ESL stud.) e)some teachers 0 o o o o o o o o o . o f)princi§al o o o o o o o o o o c o o o g)substitute teachers . . . . . . . . . Others (20) a)can't buy soda at school . . . . . . b)no free lunch 0 o o o o o o o o o o o c)not enough homework . . . . . . . . . d)homework o . . o . . . . . . . . . . e)hard work . o . . . o o . o . . o . f)emergencydr1118 oooooooooo g)bicycles not allowed . . . . . . . . OOOO OOOOHNH OW NNHHNOO qudle Total 2 l 5 6 6 8 3 4 3 3 2 2 2 1 3 3 l 1 l 1 2 2 l 1 5 5 O l 4 7 O 3 2 2 l l l l O 2 3 4 0 1 O 2 O 2 248 Table E.12 (cont.) Eleni Middle Total h)trees o o o o to o o o o o o o o o o o o o o o 1 )rain 0 o o o o o o o o o o o o o o o o o o o j)weather o o o o o o o o o o o o o o o o o o o k)snov......OOOOOOOOOOOOOO l)n0thin{:o000.000.000.00...o A) c3 c3 c: c: C) +4 +4 no F1 n: r4 F4 n) P‘ 249 Table E.13 "Likes" and "Dislikes" About the School in Children's Home Countries (QI-C) Elem Middle Total M "Likes"_ 1. Subject Area (20) a)religion 01388 e e e e e e e e e e e e e a) b)gym 01888 e e e e e e e e e e e e e e e playedmoresocoer ........... C)art Class 0 e e e e e e e e e e e e e e d)m3th e e e e e e e e e e e e e e e e e e e)Chinesewriting eeeeeeeeeeee f)homema.ldng..oooooocooocce g)soience eeeeeeeeoeeeeeee h)sub3ects . . . . . . . . . e . . . . . . i)learned a lOt e e e e e e e e e e e e e oHHOOHHuO-J>o moor-'Hooor-‘wI-J NHHHHl—‘Hw J)studies (0188898)eeeeeeeeeeee 2. Other Programs (13) a)camping eeeeeeeeeoeeeeee b)1‘eCBSSQOOOeeeeeeeeeeeee c)lunch e e e e e e e e e e e e e e e e e Hmwo Omt—‘H Hue-H d)outing trip every semester 0 e e e e . e 3. Physical Facilities (5) a)ca.ndy store inside school 0 e . e e e e b)p1aysr°m1d............... O)bath1‘00meeeeeeeeeeeeeeee d)drin1d.ngfomtain eeeeeeeeeee 4. Affective (socia1, discipline) (4o) a)studentscccccecccccccooc HHHO ooom HHHN friends 0 e e e e e e e e e e e e e e e 11 had.more friends 0 e e e e e e e e e e e \NOQN Fa b)some teachers 0 e e e e e e e e e e e e c)discipline related . . . . . . . . . . . no one was allowed to talk in class ”D1988 EBde e e e e e e e e e e e e e goodbehaviorofstudents....... 0 things are respected (respecting 0th3r'3 PIOPCItY) e e e e e e e e e e O 1 1 O .... Table E.13 (cont.) 5. d)it was fun 0 e e e e e 0 Others (17) a)I could show my ability qno language difficulty b)ride bicycles to school c)more homework e e e e e d)school is for girls only e)pleasant walk to school f)playing e e e e e e g)good teaching h)nothing e e e i)everything e e . e e "Dislikes" l. 2. Subject Areas (12) e)no gym class . e e e b)no art class . e e e c)writing . . . . . . d)reading e e e e e e e)music class 0 e e e f)learn verbs in Portuguese g)1ess time for gym class h)less time for art 0 i)less time for homemaking j)math class 0 e e e e e e k)classes e e e e e e e 0 Physical Facilities (13) a)schools are poor 0 e e e b)small rooms 0 e e e e)no school bus 0 e e d)bathroom . . . . . . e)no swimming pool . e f)small swimming pool g)no auditorium e e e h)small concrete school yard 250 Elem H-D-OOOOHHNO C) C) C) C) C) Fina )4 :4 )4 :4 OOOOOOOO Middle 1 c) F1 n) P4 F4 F4 C) C) tha pa F’ ea F1 P‘ C) F’ C) C) C) C) s1 n) P‘ F3 F4 n) +4 ¢> Total 1 .p r4 \n to r4 )4 l4 :4 ta F’ F4 F‘ F’ k1 F4 n) F‘ F’ #4 a: k‘ n) P4 F4 +4 n) +4 is Table 3.13 (cont.) 3. 4. Affective and Discipline 25] (27) a)StriCtneSS e e e e e e e e e e e e e e e b)teachers (unfriendly) . . . . . . . . . O)PuniShmentS e e e e e e e e e e e e e e (beating, spanking, hitting with (1)]..th (111.11 ...... e)principal Others (23) a)don't know . . . . . . . b)recess e e e e e e e e 0 only one recess a day c)too much homework . . . d)unif0rms e e e e e e e e e)demanding study 0 e e e f)meals (lunch) g)cleaning up own school building sticks) h)ability grouping (separate good and P00? StUdentS) e e e e e e e e e e e e e i)everything e e e e e e e e e e e e e e e j)n0thing e e e e e e e e e e e e e e e e Elem \IH OONOH 0 Middle NNl—‘l—‘mH 3.1 Total 13 Miami—'4 4:- 5.: APPENDIX F OTHER ADULT GROUP DATA (QII-P; QIII-E) 252 253 Table F.01 Distributions for Item 5 by the Total Group, Lengths of Stay in the United States, Grade Levels, and Countries/Regions (QII-P) 5' ggzieipdigfigilty Def. Yes n. Yes Gen. No Def. No Response Total upon return N (%) N 36) N (%) N 96) N (%) Total Group (38) 26 (31.3) 30 (56.1)”21 (25.5) 6 (7.2) 82 (100) Subgroups: I Lengths of stay in the U.S.: 1-11 months (6) 2 (33.5) 3 (50.0) 1 (16.7) o (o) 6 (100) 12-24 months (11) 2 (12.5) 6 (37.5) 7 (43.8) 1 (6.3) 16 (100) 25-36 months (20) ’8 (40.0) a (40.0) 3 (15.0) 1 (5.0) 20 (100) )7-48 months (6)l 4 (66.7) 0 (0) 2 (53.3) 0 (0) 6 (100) 49-hisher (13M 4 (50.8) 5 (38.5) 2 (15.4) 2 (15.4) .11. (100) No information (27) 60 Parents with ' children: 1-5 grades (65) 20 (32.1) 25 (36.9) 15 (24.2) 4 (6.7) 62 (100) 4-5 grades (22) 11 (50.0) 4 (18.2) 6 (27.3) 1 (4.5) 22 (100) 6-8 grades (22) 3 (16.7) 6 (55.))1 8 (44.4) 1 (5.6) _1.§. (100) No information (1) 102 Countries and regions: . Brazil (11) 2 (18.2) 6 (54.5) 1 (9.1) 2 (18.2) 11 (100) Iran. (10) 6 (66.7) 1 (11.1) 2 (22.2) o (o) 9 (100) South and Gen- tral America (11) 2 (22.2) 4 (44.4) 3 (53.)) 0 (0) 9 (100) western.Emrope (5) 1 (20.0) 1 (20.0) 3 (60.0) o (o) 5 (100) Middle East (20) 9 (45.0) 9 (45.0) 1 (5.0) 1 (5.0) 20 (100) Far East (23) 6 (26.1) 7 (30.4)! 8 (34.6) 2 (8.7) __2:_ (100) 77 254 .mcmmo mo poached some Heaven newcomers mo poached aw masonmfiam no.“ com: wraparonmm 53320 canvass new: 3333 on» 0» 26 z mason» Upon on» 5.5 Rowena ma mososmpsm Ho Have» 4* m.m H.H~ e.~m .n H.H~ m.mHAH.Hm m.¢H m.mm ¢.s m.oH H.~ Hm mousse one Ana Asa Aoav “ma Asa Ana Asa Amy .Amav Ami Amy Asa eds 0.2 can .3: em as ea sea 98 as as .38... 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H 0 0 N n H m H 8.3 8.5 8N5 8.05 8.05 8.05 8.05 8.05 8.05 8N5 8.95 8.35 8.5 8.3 8&5 HH 3225 0A 4 n N 0 N N & N H N m s H H & HH.H5 8A5 8A5 HH.H5 8.35 8.35 8.005 8N5 HH.H5 8.05 8.05 8.05 8.05 8.05 8.08 0H 55 H m m H s e 0 N H H N & H H 0 3.9.5 8&5 8&5 8.35 8.05 865 8N5 8&5 85 8.95 85 845 8.05 8&5 8.5 HH HHsmnHH m m m m s N m n 0 m 0 0 N H 0 .maaouwrsm ”9:5 8.5 8.05 8.05 8&5 845 8&5 8an 8.05 8N5 8&5 8.05 84.5 8.3 8J8 mm 96.8 H38. 0N HN NH N... 3 0H 5. 0H 0H mH mH 0m S “H Hm z a a x x x x x a x x a a x a x z z z z z z z z z z z z z z 2 oz shaman no» 02 ,onsmcp, no» oz ensues new 02 whomcfi no» 02 «Hanna new IIIILIII. : :Hsvmz soapHvodsoo hoseHOHumu anHmcu Hoonom mHdem comp owswvmom on row one: 050: :« ueuo>oo ewesmsma maeHnonm .0 wcaaoozao vsosamonuslmmflu 0:09:00 vommHon essence uemmfizAp ebuvszAL o s . - AthHav uuowuomxmuauuasou use moose Heuoa can an nauHaoum ve>aouuom mo unequanauuuun no.m amp-a 256 Table F.04 Distribution of Re-adjustment Problem by the Total Group and Sex/School Levels (QII-P) 6.a lie-Adjustment Prob. Yes Uncertain Prob. No Problem Upon Return N (95) N (%) N (%) N Total Group 88 18 (21.7) 25 (27.6) 42 (50.4) Parents with: Boy(s) in Elem. 10 (21.5) 12 (25.5) 25 (55.2) Gir1(s) inrfinem. 9 (23.7) 12 (31.6) 17 (44.7) Boy(s) in Middle 3 (27.3) 3 (27.3) 5 (45.5) Gir1(s) in Middle 0 (o) 3 (27.3) 1 8 (72.7) aggrestions to Minimize Those Problems of Returning Children by 931-3 Respondents A. In School 1. 2. In classroom a)give solid foundation in basic mathematics, reading habits and skills and development of good study habits that can be trans- fered to any other academic environment (5). b)give greater options in assignment choicesm-allcw fauna, history, geography and literature for project work (2). Alternative program (-optiona1 courses) within the highly flexible American system a offer courses in Latin American history and culture (1) b offer courses on European history/geography/social studies (1) c streaming academic curriculum to correspond to those of other countries (3) d Asian studies (Taiwan) a supplementary education (1) 1 extra lessons and tutoring (l) 2 complementary hours to keep pace with home country teaching Spain 3)a program of maintaining cultural and linguistic ties with home land (Gk) -bilingua1, ex. (Taiwan) 13. Parents (School - Out of School Programs) 1. a)'me parents should obtain the native school syllabus to measure the equivalency of the school curricula and plan for the adoption of the child's teaching process (Philipp., Kenya). l)solicit cooperation of teachers by informing the child's need b)Native language instruction by family members and school tutoring (4) c)Send the children at least part time to a school that teaches in their native language urgent.) 257 d)Tb have some Arabic courses in school or elsewhere C. Parents - Heme . 1. Home instruction (Jordan, Yenezuela) a)keep u. with their language, religion and culture at home (S. Arabia b)or in an organized fashion if the number of parents involved allows for it (S. Arabia) c)parents should (in consultation with the teachers) make their child aware of the two different education systems and teach the native language at home so that the child will not suffer the traumatic experiences upon his return. 2. To try to have the children playing and living together with other children of the same country 3. 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GTHHHS 03.8 H38. «5 .3 M so”: uoN oooHoooHuhuHo 00.a «Home APPENDIX G SUMMARY RESPONSES TO THE OPEN-ENDED QUESTIONS (QII-P; QIII-P) 262 263 Item 7. Please list the strengths and weaknesses of the American educa- tional system compared with the educational system of your country. Stre hs A. Resources (6)* 1) material a audio-visual equipment (3) b library (2) c building facilities (3) d transportation facilities (1) 2) Ihmmn.(2) agable teachers (1) b budget for more trained teachers (1) B. Program 1) Specific areas a vocational education (1) b health, physical fitness and sport programs (2) c music courses (1) d science courses (1) 2) General a broader range of subject areas available (4) b emphasis on research (1) c pragmatic approach to curriculum development (1) d awareness of bilingual and bicultural education (1) C. Instructicnal-Methodological 1) Child centered learning approach a‘individualization; focus on individuality of the Child (2) b)encouraging the child to develop and pursue his talents (2) 2) Flexibility in instructional approach a the child is not limited to classroom activities (1) b the teacher is not the only focal point of guidance (1) c teaching'not confined to textbooks (2) D. S stems in General 1 Organizational a)"single secondary school system accommodating both academic and vocational tracks without segregating” (2) b)"promotion is not based on yearly examination" (1) ~"the emphasis is not on the end-cf-term examination" (1) c "absence of entrance examination pressures" (2) d§"the system allows innovation" (2) e "tolerant academic environment" (1) 2) Other a)e ual educational opportunity l?free public education K912 (2) 2 free education available for the handicapped (l) b)"group dynamics, library resources, audio-visual aids are integrated in the teaching processes" (1) *Pigures in parentheses indicate the number of respondents. 264 weaknesses A. B. C. D. Program 1) cific areas a math (3) b writing ("too few required courses") (1) c weakness in basic skills (e.g., grammar, math, reading, writing) 5 d)sccial studies - world history and geography (2) General a)"tendency to skim the surface of a broad range of subjects" "Ea lack of in-depth study)" (3) b) junior high school) "curriculum is shallow and inflexible and caters to slow progress" (8) c)"curriculum offerings and their contents reflect insu1arity"; "especially in social sciences, contents do not extend much beyond the U.S. boarders" (3) d)"curriculum development based on convenience of the time rather than philosophical commitment" (l) e)fewer requirements in basic skills areas (6) f)"knowing" more emphasized than "thinking" or the process of deriving the knowledge" (2) Instructional--Classrcom management 3 A lack of discipline (12) "In a less structured classroom, the child is too often left to his own devices without proper directions" (2) "(Only a few students may benefit from this type of instruction; the majority simply wastes time)" (2) System.in Genera1 1) Educational standard a)e lack of central educational standards (3) (a lack of uniformity in examinations and standards) b "restrictive expectations of achievement levels" (1 c "promote competition in everything except for academics" (2) ("a lack of instilling desire for academic excellence") d)"the American system aims at excellence in one subject rather than emphasizing excellence in a broader range of interests" (1) Others a "too much emphasis on racial distinction" (2) b "ethnocentric approach to education" (3) c "a lack of parental influence, partly caused by the pressures on the child to conform to the environment" (2) d)"toc much of educational policy and professional matters are governed by the Board of Education, which is, most of the time, made up of people who are not professional educators" (l) e)"a lack of understanding of different behavioral expectations in other cultures" (2) Affective 1) 3 4) Overly competitive, "at the expense of group cooperation" (l) "which makes the child selfish" (l) "Inadequate stress on moral relationships" (2) "A sense of responsibility is expected of only a small group of students" (2) "Not enough emphasis on the value of education" (1) 265 Item 8. List your suggestions for helping children to maintain the norms and values of your home country. Sgggesticns A. Parental instruction and supervision (18) B. C. 1) 2) 3) 4) "This is the responsibility of the parents concerned and cannot be fostered by individuals who are unfamiliar with the particular home culture," "best done in the home!" (12) "Some foreign parents are much attached to home cu1tures while others are more open-minded. Therefore, it is a very personal choice" (2) "Since it is not feasible for the school to foster, it should be left to parents" (1) Parents plan home visits whenever possible, especially when a prolonged stay is expected (1) Program 1) 2) "Current curriculum a)"broaden the scope of social studies curriculum" - "history, geo- graphy and systems of government not always exclusively American" (2) S ecial programs and instructional approaches e)native language instruction (2) b)"special courses in school about cultural heritage (or culture days, weeks, etc.)" (9) l "by comparing their norms and values with those of the U.S." (l) 2 "use of slides, native cultural films, which most embassies can make available" (5) 5 "more use of plays, activities, literature from other lands" (2) 4 "bring in foreign parents for presentation" (3) 5 "provide the child occasionally with opportunities to make presen- tation about their countries--customs, clothings, food fauna, flora, geography, plays, toys, etc.--in classrooms" (5) c)extra-curricular activity (2) l)"club activities including cultural exchange and family-oriented outings" (1) Other 1) 2) 3) 4) 23 :2 Teacher training (2) a)"teachers can play some role by supporting‘different norms and values, but they have first to know about them. Printed de- lines for teachers on each nationality may be an idea" (2) "Less pressures by peer groups and teachers for foreign children to conform to the expectations of the "American melting pot" (2) "Help the child to have regular contact with other area children from the same country" (4) "Enc correspondence (1etters, drawings) with friends in home- 1mm"(l To increase discipline (2) "Enroll them voluntarily in the evening or weekend courses on the native 1 : /culture/handicraft/etc. if available in the com- munity" (l) Parents-teacher cooperation (1) Comment on the item - "this would not be necessarily desirable. One should not help differentiate them from the community in which they currently exist. They should be helped to adopt to that norm" (1) 266 Item 9. What would you like to see in American public schools for the benefit of foreign chi1dren? §Eggested Changes A. Program 1) Subject areas a)"more modern languages for the benefit of g;l_children" (l) b "more balanced and objective lessons in elementary history" of Africa and Asia; and "political development of those developing nations" ("teach the children that like the U.S., the foreign countries have both good and bad sides-~poverty and wealth. Make effort to clear away misconceptions created by movies and television") (3) c "more basic English language instruction" (1) d "less ethnocentrio curriculum in social studies" (2) e "less emphasis on the U.S. history and geography as compulsory study units. (These are interesting and good, but I feel they are overemphasized)" (l) 2) Special programs a)"recognizing them as a group and setting up thg.right programs in cooperation with parents and concerned university personnel in the area-~charge tuition if necessary" (1) l)"more time to study other cultures, customs, people, etc., especially when there are sufficient number of foreign chil- dren in class" (2) 2)"courses that include films used for other orientation programs depicting the countries of the various students enrolled in the school system" (1) 3)"encourage students to research on their country, show pictures, tell stories or prepare food for their classmates." "Show their unioueness yet emphasizing on the pride_of one's own culture" 2 4)"religion" (l) b)"more classes for gifted children" (2) 3) General a "less ob1igatory subjects" (2) b "more subjects should be allowed to take" (1) c "more tests and evaluations to assess the child's progress" (1) B. Classroom management-"stricter classroom management"; "discipline tends to be too lax" (2) C. Personnel 1) "Proper cross-cultural training should be given to the administra- tors and teachers" (3) 2) "Teachers should be provided with training in how to prepare and present lessons in different cultures, customs, people, etc. by utilizing the foreign children as resources" (4) D. Affective 1) Per primarily American students a)"inorease more tolerance among American children toward foreign children" (1) b)"American children should be made more aware of people and cul- tures outside America" (1) 267 c)"increase American students' understanding of the differences which foreign students represent in the American.culture" (l) d)"American children should be taught that other children, even if they come from less developed economic nations, appreciate and love their countries as they do, and that respect and love does not depend on economic development. All countries have strengths and woagnesses just like the individual person. What counts most is what a person is in his inner being" (1) 2) For foreign students a)"demand less conformity and emphasize on the retention of their own culture" (Taiwan) (1) 3) "Demand a sense of responsibility from all children" (3) 30 Other- 1) No changes 2) 3) 4) Item 10. a "the experience in the U.S.A. is sufficient" (1) b "American public schools are for the American children.and not for the foreign children" (1) c)“no changes for this age group (6-13)" (1) Research a)"a thorough investigation into international equivalence is needed both for foreign and American children to assist and pro- mote greater flexibility for international interchange" (2) "When needed, P.T.A. activities should reach community-at-large in relation to presence of foreigners and their needs" (2) "Stop the daily pledge to the flag" (1) What kind of social values do you think should be stressed in schools for the benefit of all children?" Social values to be Stressed in Schools A. Attitude toward others 1) 2) 3) Respect and appreciation of one another as human beings (13) a)"Poverty should not be viewed as a stigma but as a prob1em.that the child in the U.S. should be made aware of and appreciate what he has and share what he knows" (l) b)"cross-cultural awareness and global concern and sensitivity" (2) c Specific values: tolerance (7) equal rights and open-mindedness (3) equal opportunity (3) humility (2) Respect parents and authority (4) (family and societal values) Personal attributes a kindness (2) e diligence (1) b honesty (4) r self-respect (1) c fairness (2) g responsibility (3) d friendliness (2) h integrity (cherish personal values within a society) (2) i ethical, mora1 (2) j manners (2) k cleanliness (2) 1 humility (1) m self-awareness (3) B. 268 4) Social interaction a)interpersonal relationships (2) c00peration (4 team spirit (2 friendships 2 bgsocial discipline (3) c sense of community (3); sense of belonging to a particular nation (2) d)justice (2) Others 1 werld citizenship; international outlook (4) 2 Pursuit of happiness as devoid of economic structure (1) 5 Peace (3) 4 Balance between materialism and social/spiritual values (1) 5 Religion (2) Item 10. What do you perceive to be the most valuable educational exper- iences all children receive in schools? valuable Educational Experiences A. B. Cognitive 1) Access to substantive knowledge (2) a basic skills in reading, writing and math (4) b English training (2) c vocational training and career awareness (2) d "cross-cultural knowledge should be developed as an important human experience in order to reduce psycho-socia1 conflict. (A child is bound to have a conflict unless he is told that this is part of his experience and not a test of his identity)" (1) 2) General a critical t , (ability to think) (3) b academic skills 5) Affective 1) Social interactions a)"developing the ability to line in harmony with people of different backgrounds" ("in the heterogeneous environment that the U.S. can offer in comparison with a homogeneous cultural group") (8) b personal relationships with teachers (1) c the value of citizenship and to live up to it (2) d manners (2) 2) Intellectual a inquisitiveness (3) b the joy of learning and discovering knowled (2) 0 critical awareness of their surroundings (2%e 3) Motivational a self-motivation to work (2) b learning to be self-reliant (2) c develop persistence (l) d independent thinking (1) 269 C. Other (General) 1) "Acquisition of basic knowledge and skills needed to function in the world, pursue the ability to continue 1earning after they leave school" (3) 2; Growth (1) 3 "Learn to appreciate the world in its totality (i.e., themselves, others, physical and metaphysical world living together with harmony)" (2) Item 28. 270 “hat kind of social values do you think should be stressed in schools for all children? Sggial values_tgwbg,§figessed in Schools A. B. C. Attitudes towards others 1 ) "Respect for the worth.and dignity of all human beings" (21) a)sensitivity, appreciation and tolerance for values, ideas and persons of different cultural and religious backgrounds (15) bgrespect for the elders (teachers, parents, etc.) (12) o "awareness that children from different ethnic backgrounds have the same potential" (2) d)sense of equality-"no race, no culture, no nation is inherently better than others" (10) e)anti-discrimination of a11 kinds--racial, religious, political (2) 2) Personal attributes honesty (6) kindness (3) integrity (1) responsibility (9) courage (l) diligence (l) patience (1) good manners (6) generosity (3) mora1 (5) ‘ openness (l) .cJ-P-D‘C’) Him {1:0 0‘51) r 3) S cial interaction a cooperation (11) b human interaction (6) c maintain social rules (1) d democracy (1) e friendship 4 f discipline 6 g obedience (2) Religion-related 1) religious studies (1) 2 secular thinking (1) Others 1 positive attitude toward learning and school life (1) 2 adaptive behavior (1) 3 universal and.multi-cultural‘values (2) 4 American values-positive image of America when kids return home 5 freedom ( ) 6 not sure 2) Item 29. 27] What do you perceive to be the most valuable educational experiences all children receive in schools? The most valuable Edpgational.§§perignces A. B. C. D. Cognitive domain 1) Basic skills of reading, writing, computation (19) ("to prepare for the present and future needs, vocational as well as academic") (12) a physical education (1) b art education (1) c science (1) d social studies; learning interdependency of the nations of the world (3) ) Process learning (learn how to learn)(5) ability to think and reason logically (4) knowledge and cognitive skills; enlightenment (6) decision-making skills (1) Affective 1) Social interaction a)development of interpersonal communication skills, socialization skills and important social values through peer and student- teacher interactions (26); through children from different cul- tures lO bgcontact with teachers and behavioral models (2) c experience that people from different cultures can live harmoni- ously and that they are equally treated (7) dgto be a member of a sport or any other working "team" (4) e attentiveness (1) Intellectual aidevelopment of intellectual curiosity (2) b learn how to enjoy books (2) c creativity (1) 3) Motivational a learning selfdmotivation (3) b learn planning skills and self-realization (2) c acquire self-confidence (4) d self-respect (5) e acquire independence (5) Instructional 1 2% 3 Exposure to audio-visual materials (1) Receiving individual attention (1) Learning at one's own speed (1) General 1 American education.and culture (1) 2 National pride (1) 3 Development of a whole person (2) 4 Enpal access to education (1) 272 Item 30. What do you dislike about East Lansing schools? "Dislikes" About East Lans__in_g Schools Curriculum related A. B. 1) 3) cific subject areas a "math program is slow paced" (3) b "math program emphasizes mechanical skills at the expense of thinking or conceptual understanding" (5) c)"social studies curriculum is inadequate in areas of history and geography" (2) d)"sex education at elementary and middle school unnecessary" ("It's not really optional since there is no alternative subjects taught. Students are left alone")" (3) e)"inadequate ESL instruction--inconsistent or disorganized program; lmme teaching not emphasized" (2) General a)"middle school curriculum 1imited considering the resources available" (1) b)"not enough learning in academic subjects" (5) c academic skills not emphasized (2) (1 no optional programs for foreign children (2) '(‘e‘ghnocentrism--over emphasis on North American cultural values" 3 e)'('o:§namental education more emphasized than flmctional education" 1 Other a)"no room for parents to be involved in curriculum development" (1) Instruction related 1) 3) Teaching methods a)"the proportion of child-directed and teacher-directed learning is unbalanced" (3) "e essive independent work and inadequate amount of instruction is given at early grades" (5) b "slow students stay slow in the self-directed learning" (2) c "overdependence on self-instructive textbooks, especially math" (2) d "not enough group instruction and discussion" (1) e "little demand placed on students-“minimal work tolerated (the child leaves school with his work undone; no homework)" (2) 1: "children's potential not fully developed or explored" (l) g "bright children held back and get bored" (1) h "mecha:(1ic):al and repetitious learning emphasized, especially in math" 1 i)"instruction substituted by too much testing" ("competition with- out instruction not fruitful ")" (3) Classroom management a)a lack of discipline (12) - "a lack of guidance; too liberal, free and permissive in classroom" Other a ue of homework not regarded (7) (a lack of-) b inadequate and ambiguous grading system (2) c "inconsistencies of teaching process from one teacher to another, from one year to another (a lack of systematic teaching practice-- i.e., one year individualized, next year not, etc.)" (2) C. D. F. 273 d)"unsystematic teaching by bi-lingual aide is not helpful, often hinders the child's motivation" (1) Administrative (organizational, managerial) 1) Scheduling; organizational agshort school day (no homework, too much TV) (3) b "6 hours/day are too much for a 6-year—old boy (does not leave any room for parents to work with them)" (1) c "too many children in each class" (1) d "multi-grade combined class" (3) e "too many non-school half days" (6) "parents cannot study" (2) "school appears more pleasing to children" (3; f)"insufficient amount of time to eat lunch" 2 2) anagement a)"high teacher turnovers during a school year (disrupts continuity of education)" (1) b)"slow response to requests" "children must wait outside in winter cold" until the "time" and "not even 5 minutes early opening'not considered" (5) 3) Policy method a a lack of or inappropriate clothing code (3) b a long summer vacation without a substantial summer program (3) c the child's relative performance, class placements and other school decisions have been "shrouded in secrecy" (national and state-wide test scores not disclosed) (2) 4) Other a)insufficient utilization of equipment and facilities (3) Personnel (teachers) 1) Preparation a)"teachers working in multi-cultural schools ought to be more aware of and knowledgeable about cultural differences" (3) ) b)"teachers should know more about the basic world geography" (2) 2 Others a)"inconsistent (varied levels of) teacher competencies - (poor quality teaching not checked)" (3) b)"some teachers not answering directly to questions and become very defensive (confrontations at conferences)" (2) c)"teachers tend to neglect certain children's needs unless parents get involved overtly ("teacher involvement in the student is a function of parents' awareness") (3) Social climate 1) "Nb proper table manner stressed in school--children 1earning improper tab1e manners during school lunch periods" (4) 2) "Small children calling'the elder (including teachers) by their first names" (2) 3 "Use of drugs, alcohol and smoking by children" (1) 4 "Emphasis on christian values in school" (2) 5 "A lack of respect for teachers" (3) Others 1 "Distinction of students by ethnic background and color" (2) 2 "Tbo much stress on affirmative action and reverse discrimination" (1) 3 "Discrimination against foreigners" (2) 274 4) "The physical aspect of the classroomp-bad illumination, too much decorations on the walls, small rooms, lack of space for certain activities" (1) 5) "A lack of early childhood education (i.e., day-care centers for children under 5)" (l) 6 Lunch menu (2) 7 "Not in a position to udge" (l) 8 Nothing to dislike (10) Item 31. What do you like about East Lansing schools? "Likes" About East Lansing Schools A. Curriculum and overall program 1) Specific subject areas agprovision of ESL (4) b good sports programs (2) c well developed science curriculum (5) 2) General a)emphasis on physical education, art, music as well as academic subjects (2) b well organized and flexible curriculum (7) 0 program in general (10) d "all day program" (1) 3. Instructional l) "Individualization of instruction allowing children to learn at their own speed" (2) 2) "Early di osis of deficiencies and prompt attention to counter- act them"a?§) ~ "Scientific attack of difficulties and problem." (1) "Project learning and creativity emphasized" (l) "A variety of teaching methods employed" (4) "A lot of freedom in elementary school" (1) "Not too much pressure (on children)" (1) "Learner centered eva1uation approach" (2) C. Personnel Teachers are concerned, kind, cordial and friendly (14) Teacher commitment and responsibility (7) "Teachers are trusted and have a lot of freedom" (1) ocial and physical environment Cultural mix of children (9) Tolerance and friendliness toward foreign children (5) Equal treatment of all children (3) "Interest in the welfare of children" (3) ("concern for disadvan- taged children')" i "Respect for student rights, individuality" (5) ans) mums-w D. "Relative lack of discrimination against foreigners" (2) "Schools are located around the people" (1) wealth of facilities (buildings, transportation, library, audio- visual materials) (8) ther Hot lunch program (2) various school sponsored out of school activities (SOAP) (2) Teacher-parent conference methods (2) Parents are well informed of the school activities (1) 1 2 3 s 1 2 3 4 5 6 7 8 £121 0 O 45me Item 27. A. 3. C. 2? 275 Desire to improve the school system (1) Almost everything (6) Other Concerns Adjustment 1) 2) "Insufficient attention paid to the emotional adjustment of the child" (2) a)"help more to overcome new environmental constraints" (1) b "make school meal 0 tional at least for the first year of the child's arrival" (l) c)"show appreciation of other school systems foreign children come from" (1) c)"tolerate a slower learning tendency of the child during the adjustment period" (1) 3 "here emphasis on bilingual program for foreign children-an after- school program with an appropriate bilingual teacher is ideal" (2) 3) 'lg'children will miss the type of education they are (receiving here; hey have to return to lower quality education at home" (1 Other g, 1) "Teacher and administrator's perceptions about foreign child's V enrollment not clear" (1) E 2 "Use of uniforms could save a lot of money and other problems" (2) 3 "Some children's activities should be conducted by MSU" (2). 4 "To make facilities more available for children to integrate more freely through an after-school program" (2) 5) "Idstrict should make efforts to involve more foreign parents in children's education" (1) 6) "Promotion from one grade to another should not be rigidly based on age, but on the general progress of the child" (1) 7) "Foreigners pay taxes as Americans do. Why they cannot expect the 8) 9) American.government to provide facilities for their children to work on their native language along with English" (1) The child's respect for teachers diminishes when he learns that the teacher does not know much beyond his own culture. This inter- feres with learning. The child generally distracts this teacher's teac a. None (7 On this questionnaire . 1) 2) 3) "This Q covered issues and concerns about foreign children very well" (3) "Responses will depend on how long one has stayed in the U.S. How are you going to handle this?" (1) "Parents are foreigners so school considers their children foreigners also. But, they are Americans with American backgrounds. Why the Q was sent to us whose child is an American?" (1) "See no reason why writing'name on the Q" (1) "Thank you for asking’us to participate in this research" (2) "This study is very good-the school program will benefit if it surveys what was intended" (2) "Good luck on your research" (3) "I don't feel belon g to the subject group (English is the second language at home)" 1) 276 Item 52. Other Comments A. A preciation 1 "Our child is very satisfied with her teacher this year" (1) 2 "my 5 children enjoy(ed) East Lansing schools" (1) 3 A good bilingual program at Red Cedar is helping children who feel miserable when entering in this new environment" (1) 4) special thanks to Red Cedar School (Mr. Breschlein, Mrs. Claycomb) 1 . 5) "The main reason I am here besides my own education is to give my kids a chance to get a good basic. . .education that will help them for a better future. . ." (1) B. Other 1) Reason for not responding to Q and 7-31-arrived in the U.S. on 3/21/79-need more time to respond adequately (l) 23 Requesting summary result of the study (4) 3 Suggestion to open a special school for foreign children (1) a)ell foreign children attend American public schools between 9:15 a.m. - 1:00 p.m., then they attend a foreign school (inter- national) between 2:30-5:30 p.m. b)foreign teachers are available (wives of foreign students and/or the students themselves as part time teachers) c)the costs may be shared between the university and the local school district d)I will be happy to give my suggestions as a parent of 5 children in school. . . (as a teacher for 8 years in home country) HICHIGQN STATE UN V. H II? IHWMWMF 31293100990120