Immigrant mothers as advocates: Understanding how Korean immigrant mothers of children with disabilities navigate special education in the USA

Abstract

Despite a myriad of linguistic and cultural barriers, immigrant parents of children with disabilities in the United States have adopted a variety of advocacy strategies. Drawing upon the frameworks of Community Cultural Wealth and Ecological Systems Theory, this study explores how Korean immigrant mothers of children with disabilities advocate for their children within the special education system in the United States. Seven Korean immigrant mothers participated in semi-structured focus group interviews. The findings reveal that these mothers use various strategies, such as seeking resources, attending training, and engaging with support networks within the Korean immigrant community. They also proactively acquired knowledge of special education policies and sought assistance from legal advocacy groups. However, they face challenges in accessing information due to linguistic barriers and a lack of clear descriptions of their children's rights and available services. They also identified that their intersecting racial, ethnic, cultural, and gender identities contribute to their experiences of discrimination and disadvantage. The study underscores the importance of providing tailored information, enhancing community support, and addressing systemic barriers to empower immigrant mothers within the special education system. Implications for schools, school psychologists, and families are discussed, along with recommendations for future research.