Building Bridges, Not Barriers: Inviting Chuukese Family Involvement in Hawaii Schools

Abstract

Chuukese students and parents in Hawaii were interviewed about differences between schools in Hawaii and Chuuk, aspects of schooling in Hawaii that affected adjustment and suggestions for increasing Chuukese family involvement. Differences between schools in Hawaii and Chuuk included availability of materials, different expectations for teachers and students, lack of English language instruction in Chuuk and variable reading background or preparation. Barriers to adjustment to Hawaii schools included limited English proficiency, peer pressure, teachers' negative expectations or prejudice about Micronesian students and ethnic conflicts. Suggestions to facilitate family involvement and make schools more inviting included providing sports clubs for Micronesian students, opportunities for Micronesian students to share about their culture with other students and providing translators at parent–teacher meetings.