•  
  •  
 

Abstract

This study is informed by funds of knowledge and culturally responsive teaching studies that aim to explore and legitimize the cultural knowledge immigrant children bring to their communities and schools. Consequently, this paper specifically addresses issues related to the educational experiences of Karen children and their parents from one American teacher/researcher who has worked with the Karen for the past four years. In aggregate, this paper addresses issues germane to Karen education including; (1) background information on Karen educational experiences prior to resettlement, including a review of their journey from Thailand to the U.S.; (2) important characteristics of Karen culture; (3) Karen names; (4) Sgaw Karen language characteristics; (5) the language divide between parents and children; (6) parental involvement in their children’s schooling; (7) American teacher perceptions of Karen students; (8) issues over grading and, finally; (9) gender issues.