Boys as only‐children and girls as only‐children—parental gendered expectations of the only‐child in the nuclear Chinese family in present‐day China

Liu, Fengshu

doi:10.1080/09540250600881626

Cited by 108 publications

(54 citation statements)

References 29 publications

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“…Previous studies have consistently found that boys who engage in feminine activities are usually viewed more negatively by both parents and peers than girls who engage in masculine activities (e.g. Blakemore 2003;Liu 2006;Sandnabba and Ahlberg 1999;Zucker et al 1995). Consistent with these findings, the present study indicates that with age increases Chinese girls are allowed more latitudes to explore different activities and interests while Chinese boys may still be compelled to engage in gender-congruent conduct.…”

Section: Gender and Age Differencessupporting

confidence: 87%

“…First, similar to Western cultures (e.g., Huston 1983), in Chinese culture, boys are more valued than girls and experience more pressure for gender typing than do girls (e.g., Liu 2006). It was found that Chinese parents hold much more negative attitudes toward boys' gender nonconforming behaviors than to girls' (Yu 2008).…”

Section: Introductionmentioning

confidence: 94%

“…In China, as well as many Western countries, men still generally hold a higher status than women, even though the social conditions for women have improved. Boys are often perceived as superior to girls and masculine traits remain more socially desirable than feminine traits (Liu 2006).…”

Section: Gender and Age Differencesmentioning

confidence: 99%

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Multidimensional Gender Identity and Psychological Adjustment in Middle Childhood: A Study in China

Xie

2009

Sex Roles

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This study examined the multiple components of gender identity (Egan and Perry 2001) and their relationships with psychological adjustment among 201 boys and 160 girls (aged 9 to 12 years) in Mainland China. Boys were found to be more content about their gender but feel more pressure to conform to gender stereotypes than girls. No gender or age differences were found in children's intergroup bias. Higher gender typicality was related to greater global self-worth, greater social competence, and lower sense of loneliness. However, neither felt pressure nor gender contentment significantly predicted psychological adjustment. These results were compared with findings of previous United States-based studies to highlight the impacts of cultural contexts on gender identity and their effects on adjustment.

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Section: Gender and Age Differencessupporting

confidence: 87%

Section: Introductionmentioning

confidence: 94%

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Multidimensional Gender Identity and Psychological Adjustment in Middle Childhood: A Study in China

Xie

2009

Sex Roles

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“…Supporting this latter possibility, studies suggest that Chinese parents' gender-specific expectations toward only children (compared to non-only children) may not have dramatically decreased over time. For example, Liu (2006) interviewed 20 Chinese parents of only children and found that, although these parents wanted their children to have the highest level of education possible, they also expected both boys and girls to develop according to gender stereotypes. Therefore, parents of only children may demand conformity to gender stereotypes as much as those of non-only children.…”

Section: Only Child Status and Gabmentioning

confidence: 99%

Gender Atypical Behavior in Chinese School-Aged Children: Its Prevalence and Relation to Sex, Age, and Only Child Status

Winter

2011

J. of Sex Res.

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This study had three purposes: (a) to compare the prevalence of boys' and girls' gender-atypical behaviors (GABs) in a sample of Chinese school-aged children, (b) to examine the developmental pattern of GABs in Chinese boys and girls over the age range in question (6-12 years), and (c) to test the effects of being an only child on children's GAB expression. Parents of 486 boys and 417 girls completed a Child Play Behavior and Activity Questionnaire (CPBAQ) in regard to their own children, and a demographic information sheet. The frequency distribution for each gender-related behavior was calculated. The associations between sex, age, and only-child status, and CPBAQ scale scores were examined. Although most GABs (by their very nature) were exhibited infrequently in Chinese children, it was found that girls displayed GABs more frequently than boys did. The prevalence of GABs rose for girls as they grew older, but fell slightly for boys. The expressions of GABs in only children did not differ from that in children with siblings. Possible effects of Chinese culture (including the current only-child policy) on children's GABs are discussed.

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“…Acculturating individuals must deal with issues of language, cultural characteristics, legal status, and interpersonal beliefs in the acculturation process (Finch, Kolody, & Vega, 2000;Romero & Roberts, 2003 (Qin, 2009). This is especially true for single-child Chinese families as the single child is the foci of the family regardless of gender (Liu, 2006).…”

Section: Acculturation Strategymentioning

confidence: 99%

Acculturation Strategy, Integration Paradoxes and Educational Adaptation—A Case Study of Chinese Visiting Scholar’s Family in the United States

Li¹,

Chen²

2017

IES

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In this case study, we developed a theoretical framework for examining the relationship between acculturation strategy and educational adaptation. By interviews and observations of one Chinese visiting scholar's family in the United States, we found that the family utilized integration as the acculturation strategy to adapt to the US educational environment. However, we also found that the family's perceived integration attitudes and behaviors were opposed to its actual integration attitudes and behaviors, which we called integration paradoxes. These integration paradoxes included the following four areas: a) cultural difference; b) academic and non-academic problem solving; c) academic expectations; and d) bicultural competence. The findings indicated potential moderated and/or mediated effects of the four integration paradoxes on the relationship between integration and educational adaptation.

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Boys as only‐children and girls as only‐children—parental gendered expectations of the only‐child in the nuclear Chinese family in present‐day China

Cited by 108 publications

References 29 publications

Multidimensional Gender Identity and Psychological Adjustment in Middle Childhood: A Study in China

Multidimensional Gender Identity and Psychological Adjustment in Middle Childhood: A Study in China

Gender Atypical Behavior in Chinese School-Aged Children: Its Prevalence and Relation to Sex, Age, and Only Child Status

Acculturation Strategy, Integration Paradoxes and Educational Adaptation—A Case Study of Chinese Visiting Scholar’s Family in the United States

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