Social impacts of Chinese schools on Chinese American parenting
| Author(s) | Jiang, Shan | |
| Date Accessioned | 2018-08-27T13:13:19Z | |
| Date Available | 2018-08-27T13:13:19Z | |
| Publication Date | 2018 | |
| SWORD Update | 2018-07-27T13:03:34Z | |
| Abstract | This study explored relationships between Chinese schools and Chinese American parenting to address the literature gap in Chinese American parenting. Two principle research questions were: 1) What were the relationships between Chinese schools and Chinese American parenting practices in the contexts of culture and social structure? and 2) How did Chinese American mothers make meaning of Chinese schools for parenting purposes? Twenty-five Chinese American mothers from three Chinese schools in Alabama were surveyed in face-to-face interviews. These mothers recounted their experiences with Chinese schools. They shared their views on the social meanings of Chinese schools. They described how Chinese schools impacted their parenting strategies, childrearing ideologies, and family functioning. ☐ Multiple common themes emerged in the contexts of parenting practices and the impacts of Chinese schools on parenting. The Chinese American mothers created a rich cognitive environment for their children to grow in. These mothers constantly adjusted their parenting strategies under the influences of two cultures. They universally felt the influences of racial discrimination, although to different extents. Chinese schools carried multiple social functions for the local Chinese American families. The schools provided to these Chinese American mothers strong social support, brought them various social resources, and acted as a bridge to larger society. The schools had dual roles for language-teaching and passing-down cultural values. Both roles of the schools led to positive developmental outcomes for the enrolled children. ☐ The participants demonstrated their strong desire to integrate with broader society, while preserving their cultural heritage. The participants felt a strong need for social support, as they were constrained with limited social networks and resources. Through language learning, cultural events, and social interactions at the schools, these mothers and their children established a sense of belonging. Subsequently, their ethnic identity was enhanced. ☐ The current study examined a significant contextual factor in affecting Chinese American parenting, Chinese schools. It extended the current research scope in the literature by linking the social functions of Chinese schools with Chinese American parenting. The findings have broad implications for studying parenting practices of the Chinese American population, as well as those of other ethnic groups. | en_US |
| Advisor | Settles, Barbara H. | |
| Degree | Ph.D. | |
| Department | University of Delaware, Department of Human Development and Family Sciences | |
| DOI | https://doi.org/10.58088/9qj5-ab71 | |
| Unique Identifier | 1049975120 | |
| URL | http://udspace.udel.edu/handle/19716/23711 | |
| Language | en | |
| Publisher | University of Delaware | en_US |
| URI | https://search.proquest.com/docview/2090040384?accountid=10457 | |
| Keywords | Social sciences | en_US |
| Keywords | Chinese American | en_US |
| Keywords | Chinese schools | en_US |
| Keywords | Parenting | en_US |
| Keywords | Social impacts | en_US |
| Title | Social impacts of Chinese schools on Chinese American parenting | en_US |
| Type | Thesis | en_US |