The Developmental Impact of Reverse-Migration Separation on Low-Income Chinese-American Children—Provider Perspectives ()
ABSTRACT
Family
service professionals, child development providers, and school teachers who
work with American-born Chinese children of reverse-migration face great
challenges especially when the specific needs of these children and their immigrant
families are unknown to them. This study explored the experiences and
perspectives of service providers on the possible developmental impacts of reverse-migration
separation on returning children of Chinese immigrant families in New York
City. Focus groups and key informant interviews were conducted with 20
healthcare providers, school teachers, social workers, and child and family
service practitioners. Thematic analysis approach was used to analyze and
encode qualitative information and to discover patterns and themes. The
analytical process consisted of data immersion, taking notes, sorting data into
codes, and comparing the themes across interviews. Findings revealed specific
themes that included: 1)
provider’s observations of child’s attachment, health, learning, and behavioral
issues; 2) provider’s views concerning parenting methods, skills, and
challenges; and 3) suggestions for support and resources for Chinese immigrant
families. Implications for social policy, intervention services, and future
research on this needy immigrant population were discussed. Knowledge derived
from this study is instrumental in raising awareness, broadening knowledge
base, and increasing effectiveness among service professionals who serve this
population.
Share and Cite:
Kwong, K. (2017) The Developmental Impact of Reverse-Migration Separation on Low-Income Chinese-American Children—Provider Perspectives.
Open Journal of Social Sciences,
5, 146-165. doi:
10.4236/jss.2017.55011.