Listening to Korean Immigrant Mothers

You, Hyun‐Kyung; Rosenkoetter, Sharon E.

doi:10.56829/muvo.14.1.b430336136001326

Cited by 12 publications

(1 citation statement)

References 28 publications

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“…The absence of translated materials compounds the language barrier (Sakai et al, 2019). Moreover, the use of specialized terminology by educators and medical professionals poses additional challenges for parents in comprehending and accessing services (Jegatheesan et al, 2010;You and Rosenkoetter, 2014;Khanlou et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Intersectionality of disability and cultural/linguistic diversity in the UK: a literature review

Kaplan,

Celik

2023

Front. Educ.

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This article explores the intersectionality of cultural and linguistic diversity and having a child with a disability, highlighting the unique challenges faced by parents from a minority ethnic background at this intersection. With increasing globalization, diverse and multicultural populations have become more prevalent, necessitating inclusive systems that address the unique needs of minority ethnic groups. Understanding the experiences of parents at the intersection of cultural and linguistic diversity and having a child with a disability is crucial for providing equitable access to education and support. This paper provides an overview of studies conducted in the UK, focusing on the challenges faced by culturally and linguistically diverse families from a minority ethnic background with children with disabilities and emphasizing factors such as religion, cultural beliefs, language barriers, and unique insights into specific populations. The findings emphasize the need for a comprehensive understanding of the intersectionality of cultural and linguistic diversity and disability to create inclusive educational environments that empower all children, irrespective of their cultural background or abilities.

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Section: Resultsmentioning

confidence: 99%

Intersectionality of disability and cultural/linguistic diversity in the UK: a literature review

Kaplan,

Celik

2023

Front. Educ.

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Korean Immigrant Mothers and the Journey to Autism Diagnosis and Services for Their Child in the United States

Kim,

Lee

et al. 2023

J Autism Dev Disord

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Since autism diagnosis is directly linked to the availability of supportive services, identifying best practices for early diagnosis of autism has long been a concern of professionals and families. Meanwhile, studies show persistent racial disparities in autism diagnosis. Although numerous clinical diagnostic guidelines have been published, there is not enough discussion of diagnostic procedures through the lens of culturally diverse families. Purpose. This study focuses on the autism diagnostic experiences that Korean immigrant mothers had with their children. Methods. Eleven first-generation Korean-American mothers of children with autism were included in the study. The data was collected using semi-structured interviews in Korean. Results. The main five factors (i.e., cultural beliefs and values, language barriers, complex emotions, immigration and navigating systems, and facilitators and assets) that mainly influence the diagnosis process were identified through thematic analysis. Conclusion. Dynamics are interactive within and between the factors, influencing the entire diagnostic process by either delaying or facilitating the identification of a child’s autism and the provision of treatment.

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Should Parents Only Use One Language with Their Autistic Children? The Relations Between Multilingualism, Children‘s Social Skills, and Parent-Child Communication

Franco,

Costa

2024

J Autism Dev Disord

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Purpose Parents of autistic children are often advised to use only one language to simplify their child’s language acquisition. Often this recommendation orients towards the geographically predominant language, which may cause difficulties especially for minority-language families. On the other hand, scientific evidence suggests that multilingualism does not hinder language acquisition and that communicating in exclusively foreign languages may even impede social interaction. Therefore, we investigated how parent language use is linked to the social skills of 68 autistic children and to their parents’ ability to feel comfortable, authentic, and free to express themselves. Methods Data was collected online, using parent-report questionnaires from parents of 25 different nationalities in the European context, assessing children’s language, autistic traits (AQ-C), social skills (SRS-2), and parent-child communication. Results Language use was not found to significantly relate to social skills in children. However, parents using their mother tongue, either only their mother tongue or in combination with other languages, reported feeling significantly more comfortable and more authentic than parents using exclusively foreign languages, either one or many. There were no significant differences between monolingual and multilingual families regarding parents’ feelings in regard to their language use. Conclusions Our findings may encourage specialists to consider multilingualism more often and consult with parents whether monolingualism is worth risking the negative outcomes we have found. Especially, since advising parents to raise their child multilingually may facilitate access to therapeutic treatment, childcare, and social interaction in multilingual societies and families and subsequently improve support and orientation for stakeholders.

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Listening to Korean Immigrant Mothers

Cited by 12 publications

References 28 publications

Intersectionality of disability and cultural/linguistic diversity in the UK: a literature review

Intersectionality of disability and cultural/linguistic diversity in the UK: a literature review

Korean Immigrant Mothers and the Journey to Autism Diagnosis and Services for Their Child in the United States

Should Parents Only Use One Language with Their Autistic Children? The Relations Between Multilingualism, Children‘s Social Skills, and Parent-Child Communication

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