Abstract

Parents of diverse students can be one of the most abundant sources for sociocultural knowledge. Therefore, this study provides experiential knowledge through the stories of immigrant parents, aimed at deepening educators’ understanding and raising their consciousness of diverse students and families, and equity in the educational system. Four South Korean immigrant mothers, who moved to the US in adulthood and were mothers of children attending public school, were purposefully selected as the participants. A narrative inquiry was employed to listen to their schooling experiences in the US. Three main challenges were identified from the Korean immigrant mothers’ narratives. Practical implications, as well as suggestions for future research were discussed.