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Running head: PARENT　INVOLVEMENT Parental involvement in the Chinese immigrant children’s education Dr. Gooden Qinghua Huang University of Cincinnati Abstract Recent educational reforms have highlighted “No child left behind”. Immigrant students’ education and parental involvement are viewed as important parts of school improvement. Schools will improve the whole children’s education with all faculties and the community’s effort including immigrant parents’ engagement. Chinese immigrant family lives resolve around studying, working, and moving. Parents have difficulties in involvement of schools due to frequent mobility and little communication with schools, which negatively affect their children’s academic performance. This paper describes the necessities and problems of Chinese immigrant parental involvement from different perspectives. The discussion focuses on substantial parental involvement through breaking the barrier between schools and homes and building good school-community-parent partnership. Parental involvement in the second generation of Chinese immigrants’ education Introduction The 1965 Immigration Act increases international migration and changes the composition of the American population notably. The proportion represented by the Asian-origin population is 4.2%, in which, 57% of Asian-origin is Chinese-origin, the largest Asian group, with a total of 2.8 million. The number of Asian-origin persons increased at the rate of 48% from 1990 to 2000 and the Chinese-origin increased the fastest (Reeves, Bennett, 2004; Hobbs, Stoops, 2002). With this speed, Asia American will be 10% of Americans in 2050. Although 59.4% of Chinese immigrants have bachelor degrees or above, still 0.8 million, about 1/3 of Chinese immigrants are in poverty in the United States (U.S. Census bureau, 2006). Because Chinese immigrant family lives revolve around studying, working and moving on to better their financial situation, their children remain on the move and