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Expectations of Chinese-American par...

Feng, Yuan.

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Expectations of Chinese-American parents for the cultural and educational development of their children.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Expectations of Chinese-American parents for the cultural and educational development of their children./
作者:	Feng, Yuan.
面頁冊數:	127 p.
附註:	Chairperson: Geneva Gay.
Contained By:	Dissertation Abstracts International57-07A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9637938
ISBN:	0591037890

Expectations of Chinese-American parents for the cultural and educational development of their children.
Feng, Yuan.

Expectations of Chinese-American parents for the cultural and educational development of their children. - 127 p.

Chairperson: Geneva Gay.

Thesis (Ph.D.)--University of Washington, 1996.

A major problem challenging U. S. educators is determining the kind of motivation and expectations which ethnically different parents have for the language, cultural, social, and educational development of their children. Currently, there is a lack of quality research on the socialization of ethnic minorities across social classes from the internal perspectives of parents. The purpose of this study was to begin to fill this void by investigating Chinese-American parents from different linguistic backgrounds, education levels, and citizenship status on their expectations for the language, cultural, social, and educational development of their children.

ISBN: 0591037890Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Expectations of Chinese-American parents for the cultural and educational development of their children.
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245 1 0 $a Expectations of Chinese-American parents for the cultural and educational development of their children.
300 $a 127 p.
500 $a Chairperson: Geneva Gay.
500 $a Source: Dissertation Abstracts International, Volume: 57-07, Section: A, page: 2815.
502 $a Thesis (Ph.D.)--University of Washington, 1996.
520 $a A major problem challenging U. S. educators is determining the kind of motivation and expectations which ethnically different parents have for the language, cultural, social, and educational development of their children. Currently, there is a lack of quality research on the socialization of ethnic minorities across social classes from the internal perspectives of parents. The purpose of this study was to begin to fill this void by investigating Chinese-American parents from different linguistic backgrounds, education levels, and citizenship status on their expectations for the language, cultural, social, and educational development of their children.
520 $a A Chinese-English bilingual survey was conducted. One hundred and eighty-nine Chinese-American parents participated in this study in Seattle, Washington. The participants included 51 U.S.-born Chinese, 57 foreign-born but American-raised and educated Chinese, 48 Chinese immigrants and refugees, and 33 Chinese students and scholars from mainland China who were allowed to stay in the U. S. by law. The questionnaire comprised 50 items, 23 required Yes/No answers, 23 requested responses on a five-point Likert scale, and 4 were open-ended questions.
520 $a Fifteen hypotheses were developed and tested. Ten of them were confirmed, four were rejected, and one was partially confirmed and partially rejected. Statistically significant relationships were found between the parents' language abilities, cultural practices, educational sources and levels, and their expectations for their children's language, cultural, and educational development. Place of birth of parents and their U.S. higher education experience were also related to their language ability and financial ability. All Chinese-American parents, despite their social status, tended to prefer traditional Chinese values in parenting. They differentiated their academic expectations according to the gender of their children. Sons were expected to study English, math, and the natural sciences. The preferred subjects for daughters were English, math, and the social sciences and humanities. A surprising result was that U.S.-born parents tended to be more controlling over their children's academic and career development than foreign-born parents. The study concluded with a series of recommendations for further research.
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