The Developmental Impact of Reverse-Migration Separation on Low-Income Chinese-American Children—Provider Perspectives

Family service professionals, child development providers, and school teachers who work with American-born Chinese children of reverse-migration face great challenges especially when the specific needs of these children and their immigrant families are unknown to them. This study explored the experiences and perspectives of service providers on the possible developmental impacts of reverse-migration separation on returning children of Chinese immigrant families in New York City. Focus groups and key informant interviews were conducted with 20 healthcare providers, school teachers, social workers, and child and family service practitioners. Thematic analysis approach was used to analyze and encode qualitative information and to discover patterns and themes. The analytical process consisted of data immersion, taking notes, sorting data into codes, and comparing the themes across interviews. Findings revealed specific themes that included: 1) provider’s observations of child’s attachment, health, learning, and behavioral issues; 2) provider’s views concerning parenting methods, skills, and challenges; and 3) suggestions for support and resources for Chinese immigrant families. Implications for social policy, intervention services, and future research on this needy immigrant population were discussed. Knowledge derived from this study is instrumental in raising awareness, broadening knowledge base, and increasing effectiveness among service professionals who serve this population