Shadow education in the service of tiger parenting: Strategies used by middle‐class families in China

Zhang, Wei

doi:10.1111/ejed.12414

Cited by 57 publications

(36 citation statements)

References 43 publications

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“…Participation in tutoring for children from highest-income families was also relatively low because it was “easier for the highest stratum to achieve school choice through other channels even if the children performed poorly, so these families were less likely to consider tutoring essential” (p. 395). Zhang’s (2020) research supports the model of subjective rationalities presented in this paper by highlighting the varied effects of different family cultural capital on parental approaches to tutoring in CHCs.…”

Section: Discussionsupporting

confidence: 78%

“…It is important to add that attitudes associated with CHCs are not equally widespread across social classes with different compositions of capital. Zhang (2020) concludes from an empirical research in Shanghai that the demand for tutoring was least among low-income families due to high costs and low aspirations. Participation in tutoring for children from highest-income families was also relatively low because it was “easier for the highest stratum to achieve school choice through other channels even if the children performed poorly, so these families were less likely to consider tutoring essential” (p. 395).…”

Section: Discussionmentioning

confidence: 99%

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Private tutoring and the subjective rationalities of parents: the experiences in South Korea and Singapore

Tan

2020

AEDS

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PurposeThis article proposes a model of subjective rationalities to shed light on the global phenomenon of parental reliance on private tutoring for their children. The model is illustrated using the examples of the rational decision-making process and outcome of parents with regards to enrolling their children in private tutoring in South Korea and Singapore.Design/methodology/approachThis is a theoretical paper that relies on a critical review of official documents, academic publications and newspaper reports.FindingsThis article proposes an original model to shed light on the global phenomenon of parental reliance on private tutoring for their children. The model highlights the following: the dynamic interactions between parents, education policy and private tutoring; the active role of private tutoring providers; and the socio-culturally embedded and complex nature of educational decisions.Research limitations/implicationsThis is a conceptual paper that proposes a theoretical model, so there is no empirical data.Originality/valueThis article fills an existing research gap on the dynamic interactions between the parents, education policy and private tutoring. It offers an original model that illuminates the rational decision-making process and outcome of parents that pertains to private tutoring for their children.

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Section: Discussionsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Private tutoring and the subjective rationalities of parents: the experiences in South Korea and Singapore

Tan

2020

AEDS

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“…Research has found that parents with better socioeconomic resources are more likely to involve their children in the education market and participate in educational consumerism (Zhang, 2020). However, little study has focused on the way in which parents perform this classed parenting practice in the early years in contemporary Chinese society.…”

Section: Parenting and The Marketisation Of Educationmentioning

confidence: 99%

“…According to Zhang (2020), parents in contemporary Chinese society inherit traditions based on their social positions and practical needs. For example, the legacy of the ancient meritocratic education system, which was effectively used for the selection of the social elite, is still evident today.…”

Section: Cultural Model Of Chinese Parentingmentioning

confidence: 99%

“…Helping children navigate between the various educational activities and gain different credentials enables families to pass on their advantages to the next generation (Dong & Zhang, 2019). This intensification of educational competition in China has led parents to seek experiences and credentials other than formal school education to increase their children’s competitiveness, including engaging their children in Western education (Ying & Wright, 2021; Zhang, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Producing British education by Chinese parents: Fulfilling parenting responsibilities in WeChat

(落鑫)

2022

British Educational Res J

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Education and parenting are popular topics on social media. In China, it is now common practice for parents to discuss and share education-related information in WeChat, a premier Chinese social media app. In order to understand parents' educational aspirations in WeChat and the way parents fulfil their parenting responsibilities, this research used virtual ethnography to study a WeChat parents group named Little MBA. Focusing on parents' textual conversations and posts shared in the group, this article demonstrates how Chinese parents constructed their own image of British education to express their views on and aspirations for the education their children received in China. In Little MBA, three features of British education were constructed, including emphasis on character building, cultivation of entrepreneurship and influence of aristocratic education. In the process of presenting their version of British education, these parents were using Chinese notions like fuyang (cultivation with abundance) and qiongyang (cultivation with deprivation) to understand and reproduce the meaning of British education in their own context. Their constructs of British education were understood as a way to fulfil their parenting responsibilities transferred from the state. The ambiguous image of British

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Unequal childhoods in China: Parental education and children's time use

2021

Journal Community Psychology

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Drawing on Lareau's binary conceptualization of parenting as concerted cultivation and accomplishment of natural growth, we examine how parental background determines the degree to which the two parenting practices are realized in China. To do so, we examine how parental education shapes children's weekly time use patterns on planned activities (academic and nonacademic) and unplanned activities. Using multi-level mixed-effects linear models based on the 2014 China Education Panel Survey, we find that parental education is positively associated with concerted cultivation, with children spending more hours on both planned academic and nonacademic activities, and negatively associated with accomplishment of natural growth, with children spending more hours on unplanned activities. The link between parental education and children's time use patterns is partly explained by parents' educational expectations for their children, parental supervision, parental support, and economic investments on education.

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Shadow education in the service of tiger parenting: Strategies used by middle‐class families in China

Cited by 57 publications

References 43 publications

Private tutoring and the subjective rationalities of parents: the experiences in South Korea and Singapore

Private tutoring and the subjective rationalities of parents: the experiences in South Korea and Singapore

Producing British education by Chinese parents: Fulfilling parenting responsibilities in WeChat

Unequal childhoods in China: Parental education and children's time use

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