Cultural Expectations and Parental Involvement in Early Literacy

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This study investigates the involvement of parents in early literacy in Japanese and Australian primary schools. While both schools valued support from parents in the education process, different cultural expectations are evident in each system. A number of significant areas are discussed, including traditional domestic situations in Japan, changing work cultures in Australia, education and maternal duties, higher expectations in Japan, parents supporting homework activities, parents supporting class work, correspondence with the teacher, and parents' concerns. The relative complexity of attaining literacy in Japanese appears to generally necessitate higher levels of support from parents, although a number of presumptions concerning social circumstances were also evident in the Japanese educational milieu. Australian parents also supported their children's literacy development, but similar expectations for their involvement in the education process were not apparent.
2003-03-01