The Influence of Homeland Culture on First-Generation Immigrants Caring for Children with Autism

Abstract

The increase in the prevalence of autism to 1 in 44 children born in the U.S. (Maenner et al., 2021) coupled with the nation’s growing immigrant population led to this study’s investigation of the influence of homeland culture on lived experiences of five first-generation immigrant parents caring for children with autism. This empirical phenomenological study explored parental decision-making, family roles and responsibilities, and outcome expectations for their children with autism through semi-structured interviews, evidence garnered from participants’ photographs and artifacts, and researcher observations of parents’ interactions with educational and related services personnel. The study’s six findings support and extend academic literature related to the importance of emotional and functional support from homeland associations and intergenerational familial relationships, the repercussions stemming from a lack of homeland experience with disability and autism, and the challenges that participants faced when navigating unfamiliar U.S. systems. The fact that all five participants from different global regions shared similar perceptions and experienced common challenges in navigating and securing services in different schools for their children with autism highlights the need for attention to the cultural factors associated with providing special education services to a diverse population. Findings may provide a catalyst for further research, including larger participant samples to learn if first-generation immigrant parents’ experiences are similar for children with other special education needs and to identify effective approaches in helping special educators and related service personnel gain greater understanding and consideration for the influence of culture on immigrant families’ parenting practices for children with autism and other disabilities.