Cultural considerations in engaging Chinese American families

CULTURAL VALUES Depending on the acculturation status of CAs, the unique interactions of Confucianism, Buddhism, and Taoism can permeate multiple areas of life, including health, education, and family relationships (Shen & Mo, 1990).\ng., practice drills), and close monitoring of academic progress The distinct differences in school involvement between these groups of parents may relate to their level of English proficiency, familiarity with mainstream American culture, and understanding of the U.S. general and special education school system (Siu, 1996). Keep parents regularly informed about children's learning progress and social-emotional development to promote trust in schools (Chu, 2014; Siu, 1996). * Provide families with psychoeducation, preferably in Chinese, regarding developmental expectations, using familiar cultural and social terms to encourage early help-seeking (Ryan & Smith, 1989). * Seek to understand parents' perspectives when explaining diagnosis and treatment, keeping in mind that these perspectives may differ from typical Western views (Ryan & Smith, 1989). * Do not assume that lack of communication with school professionals indicates understanding, passivity, or apathy about families' roles in supporting children's learning.