A Cultural Humility Framework for Engaging with Asian Immigrant Families in Multi-Tiered Systems of Support (MTSS)

Abstract

Asian immigrant families face unique sociocultural challenges that impact their engagement in multi-tiered systems of support (MTSS). Despite the increasing presence of Asian immigrants in the United States and other Western countries, educators often lack culturally responsive approaches to effectively engage with these families. Existing strategies to promote family engagement within MTSS (e.g., awareness, involvement, and support) do not adequately address the sociocultural complexities that shape Asian immigrant families’ interactions with schools. Moreover, these strategies risk reinforcing power imbalances by assuming that educators enlighten Asian immigrant families who are less knowledgeable about the system. In response, this conceptual article proposes a cultural humility framework to better engage with Asian immigrant families, by answering what educators should consider about Asian immigrant families (contents) and how educators should approach Asian immigrant families (methods). There are five content-related factors, including home-based educational involvement, high value on academic achievement, social support network, socioeconomic status, and language barriers. The three method-related factors include open awareness, empowered involvement, and respectful support. By integrating these content- and method-related factors, we provide a framework for fostering meaningful partnerships with Asian immigrant families, which can contribute to more inclusive and effective MTSS implementation.