ABSTRACT
Most scholars believe that home and school cultural discontinuity contributes in a significant way to lower self-esteem and differential academic failure of many immigrant children. Academic and social adjustment problems of many recent immigrant Tibetan children in public schools clearly indicate the critical need to examine home and school conditions limiting their ability to experience success. Therefore, the primary purpose of this inquiry is to bring heightened awareness to the challenges and issues of educating a growing number of Tibetan children who otherwise may remain invisible in U.S. public schools.
