Defense Date
2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Jennifer LoCasale-Crouch
Abstract
This qualitative study examines how highly skilled foreign-national parents navigate parenting and educational decision-making within the context of cultural transition in the United States. While existing research on foreign-national parenting has largely focused on socioeconomically disadvantaged populations, less is known about families who possess substantial educational and professional capital. Despite these advantages, these parents encounter unique challenges related to institutional navigation, identity negotiation, and social constraints. Guided by Bronfenbrenner’s bioecological theory, Coleman’s social capital theory, Berry’s acculturation framework, and Yosso’s community cultural wealth model, this study explores how cultural background and migration experiences shape highly skilled foreign-national families’ parenting beliefs and strategies.
Using a qualitative constructivist design, data were collected through semi-structured interviews with 10 highly skilled foreign-national parents with children enrolled in the U.S. education system. Thematic analysis identified five key themes: shifts in parenting priorities alongside persistent academic emphasis; educational investment as an adaptive strategy; intentional parenting shaped by cultural and family background; reliance on foreign-national community networks; and negotiation of parenting challenges in transitional contexts.
Findings confirmed that parents engaged in a dynamic process of adaptation, blending heritage cultural values with host-country expectations to construct hybrid parenting approaches. While participants increasingly emphasized children’s well-being and autonomy, a strong commitment to academic achievement remained central. Highly skilled foreign-national parents leveraged financial, social, and cultural resources to support their children’s education and relied on community networks for information and cultural continuity. However, they also faced challenges related to navigating the U.S. education system, supporting children’s identity development, preserving heritage practices, and responding to structural constraints. This study contributes to the literature by highlighting how highly skilled foreign-national parents simultaneously mobilize significant resources and navigate complex structural and cultural constraints. The findings underscore the need for culturally responsive educational practices and policies that recognize the diverse experiences of foreign-national families beyond traditional deficit-based perspectives.
Rights
© Yuqi Zhang
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
4-28-2026