Abstract
This study examines the educational challenges faced by Myanmar refugee parents in Lowell, Massachusetts, as they support their children within the U.S. school system. Using a qualitative approach, in-depth interviews were conducted with 13 parents from 10 families who have resided in the U.S. for over a decade. Analysis, supported by NVivo software, revealed three primary barriers: limited English proficiency, unfamiliarity with American educational norms, and economic hardships. These factors hinder parental involvement and reduce their capacity to assist in their children's education. Framed within Bourdieu’s Cultural Capital Theory and Coleman’s Social Capital Theory, the study interprets these challenges as a function of limited cultural resources and reliance on community networks. It proposes targeted interventions, including enhanced language support, culturally relevant parent education programs, and increased access to community resources. These measures aim to empower parents, enabling them to better support their children’s academic success and integration, ultimately strengthening the resilience and social capital of the Myanmar refugee community in Lowell.
Author Information
Lugyi No, University of Massachusetts Lowell, United States
Ardeth Maung Thawnghmung, University of Massachusetts Lowell, United States
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