The Asian population in Spain has been growing rapidly over the last two decades (Beltrán, et al., 2006; Nieto, 2007). According to the 2009 Spanish Census, the number of Asian Immigrants is around 299.743, and more than half are of Chinese background (151.547). In addition, we witness an increasing tendency in its complexities and its variability within group, regarding its demographic, socio, cultural, linguistic, economic, religious and ethnic characteristics, the geographical dispersion and concentration patterns, as well as the socialization, employment or social inclusion patterns. This growth of Asian population is reflected in the Spanish school and classrooms. There are about 42.304 pupils of Asian background, and 23.550 of Chinese origin.

Yet, despite these changing classroom demographics, Chinese pupils remain relatively invisible within social and educational theory and research. There is very little research regarding the educational issues concerning the Asian students and their needs. ( Beltrán and Sáiz, 2001, 2004; Peréz Milan, 2010). The statistical data do not give us details of the stories of immigration and settlement by students and their families, it is not known how Chinese students perform in Spanish educational system, or how their parents perceive their education and their future.  In the international academic arena, we can find the same relative absence: Asian students are often ignored and perceive as having “common experiences, background, aspirations and stories” (Parker, Goodman, Lee, 2003, p. vii). One of the reasons is the stereotype that Asian children represent a “successful story”, “a minority model” (Lee, 1996; Zhou& Gatewood, 2000). These misinterpretations mask or simplify the problems and difficulties Asian students face in their schooling process.

The central aim of the research study was to explore Chinese students´ life experiences in multilayered settings like schools, families and communities in Spain, from their own point of view.

We wanted to learn about the experiences these children bring to the school context, issues related to immigration, family relocation and settlement, adaptation and continuous adjustments to school and life in the Spanish society, as well as the responses of the Spanish school system to their specific cognitive, linguistic, emotional and social needs.

The specific objectives of the research were:

-          To identify key factors relating to Chinese students which support or restrict the educative inclusion (barriers, difficulties, tensions, different form of discrimination on their education, as well as positive features)

-          To examine the experiences of Chinese students in terms of educational achievement, involvement in school activities, personal and social skills, educational experiences and expectations

-          To determine the impact on Chinese students of different school policies and practices such as curriculum, different teaching and learning strategies, assessment and tracking systems 

To understand the complexity of the Chinese students´ experience of school we draw upon multiple perspectives: critical multicultural perspective (Gay, 1995; Nieto, 1999, 2000; Sleeter & Grant, 2003), social justice (Freire, 1972; Griffiths & Troyna, 1995), narrative inquiry and life history research (Clandinin&Connelly, 2000).

Beltrán, J. & Sáiz, A. (2001) Els Xinesos a Catalunya. Família, educació i integración. Barcelona: Fundació Jaume Bofill i Alta Fulla Beltrán, J. & Sáiz. A. (2004) La inmigración china y la educación: entre la excelencia y la instrumentalidad. En Carrasco, S. (Coord) Inmigración, contexto familiar y educación. Procesos y experiencias de la población marroquí, ecuatoriana, china y senegambiana. Barcelona: Institut de Ciències de l’Educació, Universitat Autònoma de Barcelona. Denzin, N. K . (1989) Interpretative interactionism. London: Sage Freire, P. (1972) Pedagogy of the Oppressed. Harmondsworth: Penguin. Griffiths, M & Troyna, B. (Eds). (1995) Antiracism, Culture and Social Justice in Education. Stroke-on-Trent: Trentham. Ministerio del Trabajo e Inmigración (2009) Anuario Estadístico de Inmigración. Madrid: Observatorio Permanente de la Inmigración Nieto, S. (1999) Critical multicultural education and students´perspective. In May, S. (Ed.). Critical Multiculturalism. London: Falmer, 121-215 Nieto, G. (2007) La Inmigración China en España. Una Comunidad Ligada a su Nación. Madrid: Catarata Parker, C.C., Goodwin, A. L. & Lee, S.J. (Eds.) (2003) Asian America identities, families, and schooling. Greenwich, CT: Information Age. Pérez Milans, M. (in press) Being a Chinese newcomer in Madrid compulsory education: Ideological constructions in language education practice. Journal of Pragmatics Pujadas, J. J. (1992) El método biográfico: el uso de las historias de vida en ciencias sociales. Cuadernos metodológicos, 5. Madrid: CIS Sleeter, C. E. &Grant, C. (2003) Making choices for multicultural education: Five approaches to race class and gender (4th Ed.) Hoboken, NJ: John Wiley & Sons. Tierney, W. G. (1994) On Method and Hope. In A. Gitlin (Ed) Power and Method. Political Activism and Educational Research. New York: Routledge, 97-115 Zhou, M., & Gatewood, J.V. (Ed) (2000)Contemporary Asian America: A multidisciplinary reader. New York: New York University Press Wright Mills, C. (1959) The sociological Imagination. Oxford: Oxford University Press