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Coping with Homework: Two Intercultural Mothers’ Experiences with Their Children’s Schoolwork in Japan

In this autoethnographic comparative case study, the researchers examined the parental involvement of two immigrant mothers in Japan in their children’s schoolwork. The Hoover-Dempsey and Sandler theoretical framework (Hoover-Dempsey & Sandler, 1997; Hoover-Dempsey et al., 2005) was used to investigate the influence of motivational beliefs, invitations to involvement from others, and life context variables on their involvement. Using qualitative data from surveys and interviews, the study found that additional linguistic and cultural factors specific to the mothers’ immigrant status negatively affected their engagement and attitudes toward homework and school. This chapter provides implications for school policies and support for minority families in Japan. Strategies for immigrant parents’ successful involvement are also suggested.