Ethnic Chinese parents’ perspectives on Mandarin-English dual language immersion programs in the U.S.

Guided by an ecological perspective, this qualitative interview study examines how ethnic Chinese parents interpret and evaluate Mandarin-English dual language immersion (DLI) programs across multiple U.S. regions. Drawing on interviews with 24 parents, most of whom were first-generation immigrants and highly educated professionals, we analyze how families make enrollment decisions and negotiate perceived benefits and constraints within layered institutional contexts. Findings reveal both aspiration and ambivalence. Parents valued DLI as a pathway for heritage continuity and meaningful language engagement within smaller learning communities, yet expressed concerns about instructional quality, teacher preparation, and leadership stability. Parents’ perspectives were shaped by migration histories, assimilation pressures, and broader sociopolitical conditions. The study offers an ecologically informed account of immigrant engagement with Mandarin-English bilingual education and highlights the need for culturally responsive and sustainable program designs that engage parents as partners.