HOME-SCHOOL LINK A KEY FACTOR TO EXPLAIN AN IMPRESSIVE PERFORMANCE OF CHINESE-AUSTRALIAN HIGH SCHOOL STUDENTS

Abstract

This study focused on congruency of culture of home and school of children from Chinese-
Australian families as a major factor in their academic success. Qualitative approach was
used for uncovering three key things, namely, 1) conditions and interactions at home; 2)
children’s behavior and interaction in classroom; 3) children’ activities after school hours
and at weekends. The approach considered to be appropriate to capture what teachers,
parents and children say and do as a product of how they interpret the complexity of their
world. Data collected by using ethnographic techniques, mainly participant observation
and conversational interviews. There were seven children from five Chinese-Australian
families residing in Perth metropolitan area involved in the study. The families immigrated
from Malaysia, Singapore, and Hong Kong. Analysis indicated that Chinese-Australian
parents pushed their children far beyond their limits in their drive for academic excellence.
They made their home suitable for studying and ensured continuity between homes and
school. Impulse control, deferment of short term gratification, effort/hard work, and
scholastic achievement were Chinese cultural values implanted by the parents. Chinese-
Australian children met most of their teachers’ demands. Consequently, their interactions
with their teachers were in more positive ways.
Key words: Chinese-Australian families, impressive performance students