Presenter(s)

• Jin Hyung Lim, Ph.D. Student, University of California, Berkeley
• Chunyan Yang, Associate Professor, University of Maryland, College Park

Abstract

In this theoretical research, we suggest culturally-informed practices to facilitate Asian immigrant families’ engagement in the multi-tiered systems of support (MTSS). Based on a synthesis of existing literature, five sociocultural factors were identified as key considerations that could impact Asian immigrant families’ engagement in MTSS: parents’ home-based educational involvement, high value on academic improvement, social support, socioeconomic status, and language barriers. The current study highlights the importance of integrating the identified sociocultural factors when schools aim to (a) enhance a mutual understanding between school and Asian immigrant families, (b) encourage families’ involvement in the MTSS implementation processes, and (c) support families to address their children’s challenges at home. It also contains practical recommendations for teachers, school administrators, and school psychologists by specifying their roles in establishing a culturally-informed MTSS for Asian immigrant families.